Threat and efficacy uncertainty in news coverage about bed bugs as unique predictors of information seeking and avoidance: an extension of the EPPM.

PubMed

Goodall, Catherine E; Reed, Phillip

2013-01-01

An experiment was conducted from the perspective of the Extended Parallel Process Model (EPPM) investigating readers' responses to print news stories about the issue of bed bugs. Stories containing reference to (a) the threat of bed bugs and (b) efficacy of the solution were manipulated to vary the level of certainty with which the variables were discussed. Results suggest that stories referencing uncertainty regarding presence of the bed-bug threat may be more likely to motivate intention to seek information than stories referencing certainty of the threat. Results also suggest that stories referencing uncertainty regarding feasibility/effectiveness of proposed solutions may be more likely to motivate intention to avoid information than stories referencing certainty of proposed solutions. Given that information avoidance is one of various types of maladaptive responses to fear appeal messages (according to EPPM), results suggest that the presence of uncertainty when discussing solutions to threats in news stories might result in problematic avoidance responses that discourage people from taking protective action.

Neural circuit of verbal humor comprehension in schizophrenia - an fMRI study.

PubMed

Adamczyk, Przemysław; Wyczesany, Miroslaw; Domagalik, Aleksandra; Daren, Artur; Cepuch, Kamil; Błądziński, Piotr; Cechnicki, Andrzej; Marek, Tadeusz

2017-01-01

Individuals with schizophrenia exhibit problems with understanding the figurative meaning of language. This study evaluates neural correlates of diminished humor comprehension observed in schizophrenia. The study included chronic schizophrenia (SCH) outpatients (n = 20), and sex, age and education level matched healthy controls (n = 20). The fMRI punchline based humor comprehension task consisted of 60 stories of which 20 had funny, 20 nonsensical and 20 neutral (not funny) punchlines. After the punchlines were presented, the participants were asked to indicate whether the story was comprehensible and how funny it was. Three contrasts were analyzed in both groups reflecting stages of humor processing: abstract vs neutral stories - incongruity detection; funny vs abstract - incongruity resolution and elaboration; and funny vs neutral - complete humor processing. Additionally, parametric modulation analysis was performed using both subjective ratings separately. Between-group comparisons revealed that the SCH subjects had attenuated activation in the right posterior superior temporal gyrus (BA 41) in case of irresolvable incongruity processing of nonsensical puns; in the left dorsomedial middle and superior frontal gyri (BA 8/9) in case of incongruity resolution and elaboration processing of funny puns; and in the interhemispheric dorsal anterior cingulate cortex (BA 24) in case of complete processing of funny puns. Additionally, during comprehensibility ratings the SCH group showed a suppressed activity in the left dorsomedial middle and superior frontal gyri (BA 8/9) and revealed weaker activation during funniness ratings in the left dorsal anterior cingulate cortex (BA 24). Interestingly, these differences in the SCH group were accompanied behaviorally by a protraction of time in both types of rating responses and by indicating funny punchlines less comprehensible. Summarizing, our results indicate neural substrates of humor comprehension processing impairments in schizophrenia, which is accompanied by fronto-temporal hypoactivation.

450 More Story Stretchers for the Primary Grades: Activities To Expand Children's Favorite Books.

ERIC Educational Resources Information Center

Raines, Shirley C.

This book emphasizes the reading process by suggesting effective ways to read with children, to engage children as thinkers, and to model the processes of studying a text. The book's "story stretchers" are a means to extend children's enthusiasm for stories and to better connect children's books and teaching ideas with other areas of the…

Cancer Storytelling: A Study of Well-Being Expressions Made by Patients.

PubMed

Brown, Gregory; de Jong, Jim J W

2018-03-01

Many cancer patients tell their story to help others. This paper reports a study of 160 such stories, which were processed using a grounded theory methodology. The stories were rich in emotional words and in metaphors and these, along with self-talk and meaning-for-life, provided the commonest indications of the patients' well-being. Cancer patients, through the process of telling their story, help themselves and enhance their well-being. The method of active listening is described, with associated risks for professionals.

Altered Topology in Information Processing of a Narrated Story in Older Adults with Mild Cognitive Impairment.

PubMed

Yogev-Seligmann, Galit; Oren, Noga; Ash, Elissa L; Hendler, Talma; Giladi, Nir; Lerner, Yulia

2016-05-03

The ability to store, integrate, and manipulate information declines with aging. These changes occur earlier, faster, and to a greater degree as a result of neurodegeneration. One of the most common and early characteristics of cognitive decline is difficulty with comprehension of information. The neural mechanisms underlying this breakdown of information processing are poorly understood. Using functional MRI and natural stimuli (e.g., stories), we mapped the neural mechanisms by which the human brain accumulates and processes information with increasing duration and complexity in participants with amnestic mild cognitive impairment (aMCI) and healthy older adults. To explore the mechanisms of information processing, we measured the reliability of brain responses elicited by listening to different versions of a narrated story created by segmenting the story into words, sentences, and paragraphs and then scrambling the segments. Comparing healthy older adults and participants with aMCI revealed that in both groups, all types of stimuli similarly recruited primary auditory areas. However, prominent differences between groups were found at the level of processing long and complex stimuli. In healthy older adults, parietal and frontal regions demonstrated highly synchronized responses in both the paragraph and full story conditions, as has been previously reported in young adults. Participants with aMCI, however, exhibited a robust functional shift of long time scale processing to the pre- and post-central sulci. Our results suggest that participants with aMCI experienced a functional shift of higher order auditory information processing, possibly reflecting a functional response to concurrent or impending neuronal or synaptic loss. This observation might assist in understanding mechanisms of cognitive decline in aMCI.

Mood-dependent integration in discourse comprehension: happy and sad moods affect consistency processing via different brain networks.

PubMed

Egidi, Giovanna; Caramazza, Alfonso

2014-12-01

According to recent research on language comprehension, the semantic features of a text are not the only determinants of whether incoming information is understood as consistent. Listeners' pre-existing affective states play a crucial role as well. The current fMRI experiment examines the effects of happy and sad moods during comprehension of consistent and inconsistent story endings, focusing on brain regions previously linked to two integration processes: inconsistency detection, evident in stronger responses to inconsistent endings, and fluent processing (accumulation), evident in stronger responses to consistent endings. The analysis evaluated whether differences in the BOLD response for consistent and inconsistent story endings correlated with self-reported mood scores after a mood induction procedure. Mood strongly affected regions previously associated with inconsistency detection. Happy mood increased sensitivity to inconsistency in regions specific for inconsistency detection (e.g., left IFG, left STS), whereas sad mood increased sensitivity to inconsistency in regions less specific for language processing (e.g., right med FG, right SFG). Mood affected more weakly regions involved in accumulation of information. These results show that mood can influence activity in areas mediating well-defined language processes, and highlight that integration is the result of context-dependent mechanisms. The finding that language comprehension can involve different networks depending on people's mood highlights the brain's ability to reorganize its functions. Copyright © 2014 Elsevier Inc. All rights reserved.

Becoming a Runner: Big, Middle and Small Stories about Physical Activity Participation in Later Life

ERIC Educational Resources Information Center

Griffin, Meridith; Phoenix, Cassandra

2016-01-01

How do older adults learn to tell a "new" story about, through, and with the body? We know that narratives are embodied, lived and central to the process of meaning-making--and as such, they do not lie in the waiting for telling, but are an active part of everyday interaction. Telling stories about ourselves to others is one way in which…

75 FR 44000 - Agency Information Collection Activities: Proposed Collection; Comment Request, OMB No. 1660-0089...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-27

...) FEMA has established the FEMA Mitigation Best Practices success story process to collect and..., FEMA can translate hazard data into useable information for community risk management. The stories... Practices Portfolio (formerly known as FEMA Mitigation Success Story Database). Type of Information...

Engaging narratives evoke similar neural activity and lead to similar time perception.

PubMed

Cohen, Samantha S; Henin, Simon; Parra, Lucas C

2017-07-04

It is said that we lose track of time - that "time flies" - when we are engrossed in a story. How does engagement with the story cause this distorted perception of time, and what are its neural correlates? People commit both time and attentional resources to an engaging stimulus. For narrative videos, attentional engagement can be represented as the level of similarity between the electroencephalographic responses of different viewers. Here we show that this measure of neural engagement predicted the duration of time that viewers were willing to commit to narrative videos. Contrary to popular wisdom, engagement did not distort the average perception of time duration. Rather, more similar brain responses resulted in a more uniform perception of time across viewers. These findings suggest that by capturing the attention of an audience, narrative videos bring both neural processing and the subjective perception of time into synchrony.

Reading about the actions of others: biological motion imagery and action congruency influence brain activity.

PubMed

Deen, Ben; McCarthy, Gregory

2010-05-01

Prior neuroimaging research has implicated regions within and near the posterior superior temporal sulcus (pSTS) in the visual processing of biological motion and of the intentions implied by specific movements. However, it is unknown whether this region is engaged during the processing of human motion at a conceptual level, such as during story comprehension. Here, we obtained functional magnetic resonance images from subjects reading brief stories that described a human character's background and then concluded with an action or decision made by the character. Half of the stories contained incidental descriptions of biological motion (such as the character's walking or grasping) while the remaining half did not. As a second factor, the final action of the story was either congruent or incongruent with the character's background and implied goals and intentions. Stories that contained biological motion strongly activated the pSTS bilaterally, along with ventral temporal areas, premotor cortex, left motor cortex, and the precuneus. Active regions of pSTS in individual subjects closely overlapped with regions identified with a separate biological motion localizer (point-light display) task. Reading incongruent versus congruent stories activated dorsal anterior cingulate cortex and bilateral anterior insula. These results support the hypothesis that reading can engage higher visual cortex in a content-specific manner, and suggest that the presence of biological motion should be controlled as a potential confound in fMRI studies using story comprehension tasks. 2010. Published by Elsevier Ltd.

A cross-modal investigation of the neural substrates for ongoing cognition

PubMed Central

Wang, Megan; He, Biyu J.

2014-01-01

What neural mechanisms underlie the seamless flow of our waking consciousness? A necessary albeit insufficient condition for such neural mechanisms is that they should be consistently modulated across time were a segment of the conscious stream to be repeated twice. In this study, we experimentally manipulated the content of a story followed by subjects during functional magnetic resonance imaging (fMRI) independently from the modality of sensory input (as visual text or auditory speech) as well as attentional focus. We then extracted brain activity patterns consistently modulated across subjects by the evolving content of the story regardless of whether it was presented visually or auditorily. Specifically, in one experiment we presented the same story to different subjects via either auditory or visual modality. In a second experiment, we presented two different stories simultaneously, one auditorily, one visually, and manipulated the subjects' attentional focus. This experimental design allowed us to dissociate brain activities underlying modality-specific sensory processing from modality-independent story processing. We uncovered a network of brain regions consistently modulated by the evolving content of a story regardless of the sensory modality used for stimulus input, including the superior temporal sulcus/gyrus (STS/STG), the inferior frontal gyrus (IFG), the posterior cingulate cortex (PCC), the medial frontal cortex (MFC), the temporal pole (TP), and the temporoparietal junction (TPJ). Many of these regions have previously been implicated in semantic processing. Interestingly, different stories elicited similar brain activity patterns, but with subtle differences potentially attributable to varying degrees of emotional valence and self-relevance. PMID:25206347

Functional anatomy of listening and reading comprehension during development.

PubMed

Berl, Madison M; Duke, Elizabeth S; Mayo, Jessica; Rosenberger, Lisa R; Moore, Erin N; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J; Gaillard, William Davis

2010-08-01

Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. 2010 Elsevier Inc. All rights reserved.

The Relation of Story Structure to a Model of Conceptual Change in Science Learning

NASA Astrophysics Data System (ADS)

Klassen, Stephen

2010-03-01

Although various reasons have been proposed to explain the potential effectiveness of science stories to promote learning, no explicit relationship of stories to learning theory in science has been propounded. In this paper, two structurally analogous models are developed and compared: a structural model of stories and a temporal conceptual change model of learning. On the basis of the similarity of the models, as elaborated, it is proposed that the structure of science stories may promote a re-enactment of the learning process, and, thereby, such stories serve to encourage active learning through the generation of hypotheses and explanations. The practical implications of this theoretical analogy can be applied to the classroom in that the utilization of stories provides the opportunity for a type of re-enactment of the learning process that may encourage both engagement with the material and the development of long-term memory structures.

Lessons from Communicating Space Science Over the Web

NASA Technical Reports Server (NTRS)

Dooling, David, Jr.; Triese, D.

2000-01-01

The Science Directorate at NASA's Marshall Space Flight Center uses the web in an aggressive manner to expand communications beyond the traditional "public affairs" or "media relations" routines. The key to success has been developing a balanced process that A) involves laboratory personnel and the NASA center community through a weekly Science Communications Roundtable, B) vests ownership and development of the product (i.e., the story) in the scientist a writer resident in the laboratory, and C) seeks taps the talents of the outside communications community through the Research/Roadmap Communications activity. The process is flexible and responsive, allowing Science@NASA to provide daily coverage for events, such as two materials science missions managed by NASA/Marshall. In addition to developing materials for the web, Science@NASA has conducted extensive research to determine what subjects people seek on the web, and the best methods to position stories so they will be found and read.

Environmental Story Sacks

ERIC Educational Resources Information Center

English, Eve; Machin, Judith

2005-01-01

This paper describes a community's attempts to raise the knowledge and awareness of environmental issues of early years pupils through the use of "Environmental Story Sacks". The results of the small scale evaluation, using a pre and post activity oral "cloze" exercise, showed that reception year pupils' response scores to…

Measuring speaker–listener neural coupling with functional near infrared spectroscopy

PubMed Central

Liu, Yichuan; Piazza, Elise A.; Simony, Erez; Shewokis, Patricia A.; Onaral, Banu; Hasson, Uri; Ayaz, Hasan

2017-01-01

The present study investigates brain-to-brain coupling, defined as inter-subject correlations in the hemodynamic response, during natural verbal communication. We used functional near-infrared spectroscopy (fNIRS) to record brain activity of 3 speakers telling stories and 15 listeners comprehending audio recordings of these stories. Listeners’ brain activity was significantly correlated with speakers’ with a delay. This between-brain correlation disappeared when verbal communication failed. We further compared the fNIRS and functional Magnetic Resonance Imaging (fMRI) recordings of listeners comprehending the same story and found a significant relationship between the fNIRS oxygenated-hemoglobin concentration changes and the fMRI BOLD in brain areas associated with speech comprehension. This correlation between fNIRS and fMRI was only present when data from the same story were compared between the two modalities and vanished when data from different stories were compared; this cross-modality consistency further highlights the reliability of the spatiotemporal brain activation pattern as a measure of story comprehension. Our findings suggest that fNIRS can be used for investigating brain-to-brain coupling during verbal communication in natural settings. PMID:28240295

Simultaneously uncovering the patterns of brain regions involved in different story reading subprocesses.

PubMed

Wehbe, Leila; Murphy, Brian; Talukdar, Partha; Fyshe, Alona; Ramdas, Aaditya; Mitchell, Tom

2014-01-01

Story understanding involves many perceptual and cognitive subprocesses, from perceiving individual words, to parsing sentences, to understanding the relationships among the story characters. We present an integrated computational model of reading that incorporates these and additional subprocesses, simultaneously discovering their fMRI signatures. Our model predicts the fMRI activity associated with reading arbitrary text passages, well enough to distinguish which of two story segments is being read with 74% accuracy. This approach is the first to simultaneously track diverse reading subprocesses during complex story processing and predict the detailed neural representation of diverse story features, ranging from visual word properties to the mention of different story characters and different actions they perform. We construct brain representation maps that replicate many results from a wide range of classical studies that focus each on one aspect of language processing and offer new insights on which type of information is processed by different areas involved in language processing. Additionally, this approach is promising for studying individual differences: it can be used to create single subject maps that may potentially be used to measure reading comprehension and diagnose reading disorders.

Storytelling in community intervention research: lessons learned from the walk your heart to health intervention.

PubMed

LeBron, Alana M; Schulz, Amy J; Bernal, Cristina; Gamboa, Cindy; Wright, Conja; Sand, Sharon; Valerio, Melissa; Caver, Deanna

2014-01-01

Contextually and culturally congruent interventions are urgently needed to reduce racial, ethnic, and socioeconomic inequities in physical activity and cardiovascular disease. To examine a community-based participatory research (CBPR) process that incorporated storytelling into a physical activity intervention, and consider implications for reducing health inequities. We used a CBPR process to incorporate storytelling in an existing walking group intervention. Stories conveyed social support and problem-solving intervention themes designed to maintain increases in physical activity over time, and were adapted to the walking group context, group dynamics, challenges, and traditions. After describing of the CBPR process used to adapt stories to walking group sites, we discuss challenges and lessons learned regarding the adaptation and implementation of stories to convey key intervention themes. A CBPR approach to incorporating storytelling to convey intervention themes offers an innovative and flexible strategy to promote health toward the elimination of health inequities.

Relation between measures of speech-in-noise performance and measures of efferent activity

NASA Astrophysics Data System (ADS)

Smith, Brad; Harkrider, Ashley; Burchfield, Samuel; Nabelek, Anna

2003-04-01

Individual differences in auditory perceptual abilities in noise are well documented but the factors causing such variability are unclear. The purpose of this study was to determine if individual differences in responses measured from the auditory efferent system were correlated to individual variations in speech-in-noise performance. The relation between behavioral performance on three speech-in-noise tasks and two objective measures of the efferent auditory system were examined in thirty normal-hearing, young adults. Two of the speech-in-noise tasks measured an acceptable noise level, the maximum level of speech-babble noise that a subject is willing to accept while listening to a story. For these, the acceptable noise level was evaluated using both an ipsilateral (story and noise in same ear) and a contralateral (story and noise in opposite ears) paradigm. The third speech-in-noise task evaluated speech recognition using monosyllabic words presented in competing speech babble. Auditory efferent activity was assessed by examining the resulting suppression of click-evoked otoacoustic emissions following the introduction of a contralateral, broad-band stimulus and the activity of the ipsilateral and contralateral acoustic reflex arc was evaluated using tones and broad-band noise. Results will be discussed relative to current theories of speech in noise performance and auditory inhibitory processes.

An event-related potential study of maternal love in mothers.

PubMed

Lu, Jiamei; Li, Da; Xu, Jingwei

2012-10-01

Feeling is stable and implicit and can be explicated in concrete situations in the form of emotion. To map the time course of feeling processing, the present study explored electrophysiological responses relevant to inner feeling by creating situations to evoke the explicit response of feeling. Fourteen mothers were asked to listen to TS and NS. Although the early event-related potential components (P1, N1 and P2) elicited by story pictures were not affected by the emotional valence of stories, the pictures relevant to TS elicited larger P3 and late positive potential (LPP) components than did neutral story pictures, indicating that feeling processing occurred at the post-perceptual stage. Feeling-related positive potential was separated using the difference wave analysis technique, which consisted of two sub-components: FRBB1 and FRBB2 based on P3 and LPP modulations, respectively. These data provide new electrophysiological evidence for the time course of feeling processing related to maternal love.

The role of a science story, activities, and dialogue modeled on Philosophy for Children in teaching basic science process skills to fifth graders

NASA Astrophysics Data System (ADS)

Ferreira, Louise Brandes Moura

This study was an application of Philosophy for Children pedagogy to science education. It was designed to answer the question, What roles do a science story (Harry Discovers Science), multi-sensorial activities designed to accompany the story, and classroom dialogue associated with the story---all modeled on the Philosophy for Children curriculum---play in the learning processes of a class of fifth graders with regard to the basic science process skills of classification, observation, and inference? To answer the question, I collected qualitative data as I carried out a participatory study in which I taught science to fifth graders at an international, bilingual private religious school in Brasilia, Brazil for a period of one semester. Twenty-one (n = 21) children participated in the study, 10 females and 11 males, who came from a predominantly middle and upper class social background. Data were collected through student interviews, student class reflection sheets, written learning assessments, audiotapes of all class sessions, including whole-class and small-class group discussions, and a videotape of one class session. Some of the key findings were that the story, activities and dialogue facilitated the children's learning in a number of ways. The story modeled the performance of classification, observation and inference skills for the children as well as reflection on the meaning of inference. The majority of the students identified with the fictional characters, particularly regarding traits such as cleverness and inquisitiveness, and with the learning context of the story. The multi-sensorial activities helped children learn observation and inference skills as well as dialogue. Dialogue also helped children self-correct and build upon each other's ideas. Some students developed theories about how ideal dialogue should work. In spite of the inherent limitations of qualitative and teacher research studies, as well as the limitations of this particular study, and despite the fact that there is a need for further research to confirm the transferability of findings, this study both supports and expands to the domain of basic science process skills the claim that Philosophy for Children helps students develop thinking skills.

The Life Review in Five Short Stories about Characters Facing Death.

ERIC Educational Resources Information Center

Nicholl, Grier

1985-01-01

Uses five modern short stories about people facing death to illustrate and connect various observations of and theories about the dying process developed by Elisabeth Kubler-Ross and Robert N. Butler. In response to the imminence of their deaths, the characters survey their past, attempting to reintegrate their life's experiences. (JAC)

Storytelling as Research Praxis, and Conversations that Enabled It to Emerge

ERIC Educational Resources Information Center

de Carteret, Phoenix

2008-01-01

This paper introduces conversations and stories that were central to my PhD research. Journal writing, poetry, story and transcribed conversations became texts and data I reproduced in response to the research questions, dreams, memory work and collective biography workshops with my participants. The paper rechoreographs the process that enabled…

Monsters, Bananas and Seaweed: Active Participation and Young Children's Understanding of False Belief.

ERIC Educational Resources Information Center

Szarkowicz, Diane Louise

This study investigated the effect of active participation in a story reading on children's understanding of false belief. Children, ages 38-63 months, were assigned to a participation or non-participation group. Participating children engaged in a book-reading process using puppets to respond to the story. Non-participating children were read the…

The heart of the story: peripheral physiology during narrative exposure predicts charitable giving.

PubMed

Barraza, Jorge A; Alexander, Veronika; Beavin, Laura E; Terris, Elizabeth T; Zak, Paul J

2015-02-01

Emotionally laden narratives are often used as persuasive appeals by charitable organizations. Physiological responses to a narrative may explain why some people respond to an appeal while others do not. In this study we tested whether autonomic and hormonal activity during a narrative predict subsequent narrative influence via charitable giving. Participants viewed a brief story of a father's experience with his 2-year-old son who has terminal cancer. After the story, participants were presented with an opportunity to donate some of their study earnings to a related charity. Measures derived from cardiac and electrodermal activity, including HF-HRV, significantly predicted donor status. Time-series GARCH models of physiology during the narrative further differentiated donors from non-donors. Moreover, cardiac activity and experienced concern were found to covary from moment-to-moment across the narrative. Our findings indicate that the physiological response to a stimulus, herein a narrative, can predict influence as indexed by stimulus-related behavior. Copyright © 2015 Elsevier B.V. All rights reserved.

Women's critical responses to sexually explicit material: the role of hyperfemininity and processing style.

PubMed

van Oosten, Johanna M F; Peter, Jochen; Boot, Inge

2015-01-01

Previous research on women's responses to male-targeted sexually explicit material (SEM) suggests that women may be critical toward such content. However, women's critical responses to SEM have not been explained empirically. The present study had two goals: (1) to investigate whether women's critical responses to male-targeted SEM depend on individual differences in gender role orientation (i.e., hyperfemininity) and (2) to explain the effect of hyperfemininity on critical responses to SEM by looking at the way sexual material is processed. In an online experiment among women aged 18 to 30 (N = 195), both the type of SEM (a male- versus female-targeted erotic story) and processing style (stimulus- versus response-focused) were manipulated. In addition, participants were divided into three groups based on low, moderate, or high hyperfemininity. When using stimulus-focused processing (i.e., attending to the characters and situational context of the story), women were more critical toward male-targeted SEM (relative to female-targeted material), but only when they had low and moderate degrees of hyperfemininity.

Public speaking in front of an unreceptive audience increases implicit power motivation and its endocrine arousal signature.

PubMed

Wiemers, Uta S; Schultheiss, Oliver C; Wolf, Oliver T

2015-05-01

The present study explored the motivational characteristics of the Trier Social Stress Test (TSST; Kirschbaum, Pirke, & Hellhammer, 1993). Seventy-two participants either completed the public-speaking component of the TSST or, as a control condition, the friendly TSST (Wiemers, Schoofs, & Wolf, 2013) and wrote picture stories both before and after treatment. Stories were coded for motivational imagery related to power, achievement, and affiliation as well as for activity inhibition, a marker of functional brain lateralization during stress. The TSST had a specific arousing effect on power motivation, but not on other motivational needs, on activity inhibition, or on story length. TSST-elicited increases in power imagery, but not in achievement or affiliation imagery, were associated with a relatively greater salivary alpha-amylase response and with a relatively lesser salivary cortisol response. These findings suggest that the TSST specifically induces power-related stress. Copyright © 2015 Elsevier Inc. All rights reserved.

Storytelling in Community Intervention Research: Lessons Learned From the Walk Your Heart to Health Intervention

PubMed Central

LeBron, Alana M. W.; Schulz, Amy J.; Bernal, Cristina; Gamboa, Cindy; Wright, Conja; Sand, Sharon; Valerio, Melissa; Caver, Deanna

2015-01-01

Background Contextually and culturally congruent interventions are urgently needed to reduce racial, ethnic, and socio economic inequities in physical activity and cardiovascular disease. Objectives To examine a community-based participatory research (CBPR) process that incorporated storytelling into a physical activity intervention, and consider implications for reducing health inequities. Methods We used a CBPR process to incorporate storytelling in an existing walking group intervention. Stories conveyed social support and problem-solving intervention themes designed to maintain increases in physical activity over time, and were adapted to the walking group context, group dynamics, challenges, and traditions. Lessons Learned After describing of the CBPR process used to adapt stories to walking group sites, we discuss challenges and lessons learned regarding the adaptation and implementation of stories to convey key intervention themes. Conclusions A CBPR approach to incorporating storytelling to convey intervention themes offers an innovative and flexible strategy to promote health toward the elimination of health inequities. PMID:25727980

Fact vs fiction--how paratextual information shapes our reading processes.

PubMed

Altmann, Ulrike; Bohrn, Isabel C; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M

2014-01-01

Our life is full of stories: some of them depict real-life events and were reported, e.g. in the daily news or in autobiographies, whereas other stories, as often presented to us in movies and novels, are fictional. However, we have only little insights in the neurocognitive processes underlying the reading of factual as compared to fictional contents. We investigated the neurocognitive effects of reading short narratives, labeled to be either factual or fictional. Reading in a factual mode engaged an activation pattern suggesting an action-based reconstruction of the events depicted in a story. This process seems to be past-oriented and leads to shorter reaction times at the behavioral level. In contrast, the brain activation patterns corresponding to reading fiction seem to reflect a constructive simulation of what might have happened. This is in line with studies on imagination of possible past or future events.

Fact vs fiction—how paratextual information shapes our reading processes

PubMed Central

Altmann, Ulrike; Bohrn, Isabel C.; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M.

2014-01-01

Our life is full of stories: some of them depict real-life events and were reported, e.g. in the daily news or in autobiographies, whereas other stories, as often presented to us in movies and novels, are fictional. However, we have only little insights in the neurocognitive processes underlying the reading of factual as compared to fictional contents. We investigated the neurocognitive effects of reading short narratives, labeled to be either factual or fictional. Reading in a factual mode engaged an activation pattern suggesting an action-based reconstruction of the events depicted in a story. This process seems to be past-oriented and leads to shorter reaction times at the behavioral level. In contrast, the brain activation patterns corresponding to reading fiction seem to reflect a constructive simulation of what might have happened. This is in line with studies on imagination of possible past or future events. PMID:22956671

Perceiving a story outside of conscious awareness: When we infer narrative attributes from subliminal sequential stimuli.

PubMed

Kawakami, Naoaki; Yoshida, Fujio

2015-05-01

Perceiving a story behind successive movements plays an important role in our lives. From a general perspective, such higher mental activity would seem to depend on conscious processes. Using a subliminal priming paradigm, we demonstrated that such story perception occurs without conscious awareness. In the experiments, participants were subliminally presented with sequential pictures that represented a story in which one geometrical figure was chased by the other figure, and in which one fictitious character defeated the other character in a tug-of-war. Although the participants could not report having seen the pictures, their automatic mental associations (i.e., associations that are activated unintentionally, difficult to control, and not necessarily endorsed at a conscious level) were shifted to line up with the story. The results suggest that story perception operates outside of conscious awareness. Implications for research on the unconscious were also briefly discussed. Copyright © 2014 Elsevier Inc. All rights reserved.

Topographic mapping of a hierarchy of temporal receptive windows using a narrated story

PubMed Central

Lerner, Y.; Honey, C.J.; Silbert, L.J.; Hasson, U.

2011-01-01

Real life activities, such as watching a movie or engaging in conversation, unfold over many minutes. In the course of such activities the brain has to integrate information over multiple time scales. We recently proposed that the brain uses similar strategies for integrating information across space and over time. Drawing a parallel with spatial receptive fields (SRF), we defined the temporal receptive window(TRW) of a cortical microcircuit as the length of time prior to a response during which sensory information may affect that response. Our previous findings in the visual system are consistent with the hypothesis that TRWs become larger when moving from low-level sensory to high-level perceptual and cognitive areas. In this study, we mapped TRWs in auditory and language areas by measuring fMRI activity in subjects listening to a real life story scrambled at the time scales of words, sentences and paragraphs. Our results revealed a hierarchical topography of TRWs. In early auditory cortices (A1+), brain responses were driven mainly by the momentary incoming input and were similarly reliable across all scrambling conditions. In areas with an intermediate TRW, coherent information at the sentence time scale or longer was necessary to evoke reliable responses. At the apex of the TRW hierarchy we found parietal and frontal areas which responded reliably only when intact paragraphs were heard in a meaningful sequence. These results suggest that the time scale of processing is a functional property that may provide a general organizing principle for the human cerebral cortex. PMID:21414912

Similar Brain Activation during False Belief Tasks in a Large Sample of Adults with and without Autism

PubMed Central

Dufour, Nicholas; Redcay, Elizabeth; Young, Liane; Mavros, Penelope L.; Moran, Joseph M.; Triantafyllou, Christina; Gabrieli, John D. E.; Saxe, Rebecca

2013-01-01

Reading about another person’s beliefs engages ‘Theory of Mind’ processes and elicits highly reliable brain activation across individuals and experimental paradigms. Using functional magnetic resonance imaging, we examined activation during a story task designed to elicit Theory of Mind processing in a very large sample of neurotypical (N = 462) individuals, and a group of high-functioning individuals with autism spectrum disorders (N = 31), using both region-of-interest and whole-brain analyses. This large sample allowed us to investigate group differences in brain activation to Theory of Mind tasks with unusually high sensitivity. There were no differences between neurotypical participants and those diagnosed with autism spectrum disorder. These results imply that the social cognitive impairments typical of autism spectrum disorder can occur without measurable changes in the size, location or response magnitude of activity during explicit Theory of Mind tasks administered to adults. PMID:24073267

Similar brain activation during false belief tasks in a large sample of adults with and without autism.

PubMed

Dufour, Nicholas; Redcay, Elizabeth; Young, Liane; Mavros, Penelope L; Moran, Joseph M; Triantafyllou, Christina; Gabrieli, John D E; Saxe, Rebecca

2013-01-01

Reading about another person's beliefs engages 'Theory of Mind' processes and elicits highly reliable brain activation across individuals and experimental paradigms. Using functional magnetic resonance imaging, we examined activation during a story task designed to elicit Theory of Mind processing in a very large sample of neurotypical (N = 462) individuals, and a group of high-functioning individuals with autism spectrum disorders (N = 31), using both region-of-interest and whole-brain analyses. This large sample allowed us to investigate group differences in brain activation to Theory of Mind tasks with unusually high sensitivity. There were no differences between neurotypical participants and those diagnosed with autism spectrum disorder. These results imply that the social cognitive impairments typical of autism spectrum disorder can occur without measurable changes in the size, location or response magnitude of activity during explicit Theory of Mind tasks administered to adults.

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories.

PubMed

Hutton, John S; Horowitz-Kraus, Tzipi; Mendelsohn, Alan L; DeWitt, Tom; Holland, Scott K

2015-09-01

Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning). Nineteen 3- to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation. Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P < .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a "hub" region supporting semantic language processing, controlling for household income. In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy. Copyright © 2015 by the American Academy of Pediatrics.

Functional magnetic resonance imaging of story listening in adolescents and young adults with Down syndrome: evidence for atypical neurodevelopment.

PubMed

Jacola, L M; Byars, A W; Hickey, F; Vannest, J; Holland, S K; Schapiro, M B

2014-10-01

Previous studies have documented differences in neural activation during language processing in individuals with Down syndrome (DS) in comparison with typically developing individuals matched for chronological age. This study used functional magnetic resonance imaging (fMRI) to compare activation during language processing in young adults with DS to typically developing comparison groups matched for chronological age or mental age. We hypothesised that the pattern of neural activation in the DS cohort would differ when compared with both typically developing cohorts. Eleven persons with DS (mean chronological age = 18.3; developmental age range = 4-6 years) and two groups of typically developing individuals matched for chronological (n = 13; mean age = 18.3 years) and developmental (mental) age (n = 12; chronological age range = 4-6 years) completed fMRI scanning during a passive story listening paradigm. Random effects group comparisons were conducted on individual maps of the contrast between activation (story listening) and rest (tone presentation) conditions. Robust activation was seen in typically developing groups in regions associated with processing auditory information, including bilateral superior and middle temporal lobe gyri. In contrast, the DS cohort demonstrated atypical spatial distribution of activation in midline frontal and posterior cingulate regions when compared with both typically developing control groups. Random effects group analyses documented reduced magnitude of activation in the DS cohort when compared with both control groups. Activation in the DS group differed significantly in magnitude and spatial extent when compared with chronological and mental age-matched typically developing control groups during a story listening task. Results provide additional support for an atypical pattern of functional organisation for language processing in this population. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Lateral and medial prefrontal contributions to emotion generation by semantic elaboration during episodic encoding.

PubMed

Kaneda, Takumi; Shigemune, Yayoi; Tsukiura, Takashi

2017-02-01

Memories for emotion-laden stimuli are remembered more accurately than those for neutral stimuli. Although this enhancement reflects stimulus-driven modulation of memory by emotions, functional neuroimaging evidence of the interacting mechanisms between emotions generated by intentional processes, such as semantic elaboration, and memory is scarce. The present fMRI study investigated how encoding-related activation is modulated by emotions generated during the process of semantic elaboration. During encoding with fMRI, healthy young adults viewed neutral (target) pictures either passively or with semantic elaboration. In semantic elaboration, participants imagined background stories related to the pictures. Encoding trials with semantic elaboration were subdivided into conditions in which participants imagined negative, positive, or neutral stories. One week later, memories for target pictures were tested. In behavioral results, memories for target pictures were significantly enhanced by semantic elaboration, compared to passive viewing, and the memory enhancement was more remarkable when negative or positive stories were imagined. fMRI results demonstrated that activations in the left inferior frontal gyrus and dorsal medial prefrontal cortex (dmPFC) were greater during the encoding of target pictures with semantic elaboration than those with passive viewing, and that these activations further increased during encoding with semantic elaboration of emotional stories than of neutral stories. Functional connectivity between the left inferior frontal gyrus and dmPFC/hippocampus during encoding significantly predicted retrieval accuracies of memories encoded with self-generated emotional stories. These findings suggest that networks including the left inferior frontal region, dmPFC, and hippocampus could contribute to the modulation of memories encoded with the emotion generation.

The lived experience of violence: using storytelling as a teaching tool with middle school students.

PubMed

Werle, Gretchen D

2004-04-01

This qualitative study explored 8th-grade students' responses to hearing stories about the lived experience of violence. A convenience sample of 13 students attending health education classes at a public middle school was used. After hearing each story, students answered a series of questions using the process of free writing. Free writing is a technique that allows students to explore their thoughts and reactions while promoting critical thinking. Student free writing samples were analyzed using a process of constant comparison. Three themes emerged from the data: (a) students gain insights into the realities of violence through hearing these stories, (b) students respond on an emotional level to both the stories and the storytellers, and (c) students respond positively to and are engaged by these stories. The findings lend support to the use of storytelling in teaching youth about violence. School nurses can develop and implement violence prevention education programs using the storytelling model, seek grant and community support for such programs, and conduct further research into the use of the storytelling model.

An examination of the association between interviewer question type and story-grammar detail in child witness interviews about abuse.

PubMed

Feltis, Brooke B; Powell, Martine B; Snow, Pamela C; Hughes-Scholes, Carolyn H

2010-06-01

This study compared the effects of open-ended versus specific questions, and various types of open-ended questions, in eliciting story-grammar detail in child abuse interviews. The sample included 34 police interviews with child witnesses aged 5-15 years (M age=9 years, 9 months). The interviewers' questions and their relative sub-types were classified according to definitions reported in the child interview training literature. The children's responses were classified according to the proportion of story grammar and the prevalence of individual story grammar elements as defined by Stein and Glenn (1979). Open-ended questions were more effective at eliciting story grammar than specific questions. This finding was revealed across three age groups, two interview phases and irrespective of how question effectiveness was measured. However, not all types of open-ended questions were equally effective. Open-ended questions that encouraged a broad response, or asked the child to elaborate on a part of their account, elicited more story-grammar detail compared to open-ended questions that requested clarification of concepts or descriptions of the next (or another) activity or detail within a sequence. This study demonstrates that children's ability to provide story-grammar detail is maximised when there is minimal prompting from the interviewer. Given the association between story grammar production and victim credibility, greater guidance is warranted in interviewer training programs in relation to the effects and administration of different types of open-ended questions. Copyright 2010 Elsevier Ltd. All rights reserved.

Diagramming the Never Ending Story: Student-generated diagrammatic stories integrate and retain science concepts improving science literacy

NASA Astrophysics Data System (ADS)

Pillsbury, Ralph T.

This research examined an instructional strategy called Diagramming the Never Ending Story: A method called diagramming was taught to sixth grade students via an outdoor science inquiry ecology unit. Students generated diagrams of the new ecology concepts they encountered, creating explanatory 'captions' for their newly drawn diagrams while connecting them in a memorable story. The diagramming process culminates in 20-30 meter-long murals called the Never Ending Story: Months of science instruction are constructed as pictorial scrolls, making sense of all new science concepts they encounter. This method was taught at a North Carolina "Public" Charter School, Children's Community School, to measure its efficacy in helping students comprehend scientific concepts and retain them thereby increasing science literacy. There were four demographically similar classes of 20 students each. Two 'treatment' classes, randomly chosen from the four classes, generated their own Never Ending Stories after being taught the diagramming method. A Solomon Four-Group Design was employed: Two Classes (one control, one treatment) were administered pre- and post; two classes received post tests only. The tests were comprised of multiple choice, fill-in and extended response (open-ended) sections. Multiple choice and fill-in test data were not statistically significant whereas extended response test data confirm that treatment classes made statistically significant gains.

The power of emotional valence-from cognitive to affective processes in reading.

PubMed

Altmann, Ulrike; Bohrn, Isabel C; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M

2012-01-01

The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1) the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM), and (2) the neural substrate of liking negatively valenced narratives. A set of 80 short narratives was compiled, ranging from neutral to negative emotional valence. For each story mean rating values on valence and liking were obtained from a group of 32 participants in a prestudy, and later included as parametric regressors in the fMRI analysis. Another group of 24 participants passively read the narratives in a three Tesla MRI scanner. Results revealed a stronger engagement of affective ToM-related brain areas with increasingly negative story valence. Stories that were unpleasant, but simultaneously liked, engaged the medial prefrontal cortex (mPFC), which might reflect the moral exploration of the story content. Further analysis showed that the more the mPFC becomes engaged during the reading of negatively valenced stories, the more coactivation can be observed in other brain areas related to the neural processing of affective ToM and empathy.

The power of emotional valence—from cognitive to affective processes in reading

PubMed Central

Altmann, Ulrike; Bohrn, Isabel C.; Lubrich, Oliver; Menninghaus, Winfried; Jacobs, Arthur M.

2012-01-01

The comprehension of stories requires the reader to imagine the cognitive and affective states of the characters. The content of many stories is unpleasant, as they often deal with conflict, disturbance or crisis. Nevertheless, unpleasant stories can be liked and enjoyed. In this fMRI study, we used a parametric approach to examine (1) the capacity of increasing negative valence of story contents to activate the mentalizing network (cognitive and affective theory of mind, ToM), and (2) the neural substrate of liking negatively valenced narratives. A set of 80 short narratives was compiled, ranging from neutral to negative emotional valence. For each story mean rating values on valence and liking were obtained from a group of 32 participants in a prestudy, and later included as parametric regressors in the fMRI analysis. Another group of 24 participants passively read the narratives in a three Tesla MRI scanner. Results revealed a stronger engagement of affective ToM-related brain areas with increasingly negative story valence. Stories that were unpleasant, but simultaneously liked, engaged the medial prefrontal cortex (mPFC), which might reflect the moral exploration of the story content. Further analysis showed that the more the mPFC becomes engaged during the reading of negatively valenced stories, the more coactivation can be observed in other brain areas related to the neural processing of affective ToM and empathy. PMID:22754519

Active listening to cancer patients' stories.

PubMed

ten Kroode, H F

1998-08-01

Approximately two thirds of all Dutch cancer patients have severe emotional problems; shortly after their change from the treatment regime into the regime of medical controls. Half of them even need professional support. It is, therefore, important that a professional listens with empathy to the patient's version of the illness story. Story telling helps to overcome the existential crisis of being a cancer patient; it is an essential step in the revalidation process. Themes and open questions which structure the communication are suggested in this article.

Inference or Enaction? The Impact of Genre on the Narrative Processing of Other Minds

PubMed Central

Carney, James; Wlodarski, Rafael; Dunbar, Robin

2014-01-01

Do narratives shape how humans process other minds or do they presuppose an existing theory of mind? This study experimentally investigated this problem by assessing subject responses to systematic alterations in the genre, levels of intentionality, and linguistic complexity of narratives. It showed that the interaction of genre and intentionality level are crucial in determining how narratives are cognitively processed. Specifically, genres that deployed evolutionarily familiar scenarios (relationship stories) were rated as being higher in quality when levels of intentionality were increased; conversely, stories that lacked evolutionary familiarity (espionage stories) were rated as being lower in quality with increases in intentionality level. Overall, the study showed that narrative is not solely either the origin or the product of our intuitions about other minds; instead, different genres will have different—even opposite—effects on how we understand the mind states of others. PMID:25470279

Inference or enaction? The impact of genre on the narrative processing of other minds.

PubMed

Carney, James; Wlodarski, Rafael; Dunbar, Robin

2014-01-01

Do narratives shape how humans process other minds or do they presuppose an existing theory of mind? This study experimentally investigated this problem by assessing subject responses to systematic alterations in the genre, levels of intentionality, and linguistic complexity of narratives. It showed that the interaction of genre and intentionality level are crucial in determining how narratives are cognitively processed. Specifically, genres that deployed evolutionarily familiar scenarios (relationship stories) were rated as being higher in quality when levels of intentionality were increased; conversely, stories that lacked evolutionary familiarity (espionage stories) were rated as being lower in quality with increases in intentionality level. Overall, the study showed that narrative is not solely either the origin or the product of our intuitions about other minds; instead, different genres will have different-even opposite-effects on how we understand the mind states of others.

The rural restaurant healthy options program: response of rural, local newspapers to a program press release.

PubMed

Nothwehr, Faryle; Andsager, Julie; Haines, Heidi

2014-03-01

Local media should be used to raise awareness of health promotion programs. In rural areas, local newspapers provide an opportunity to reach large numbers of residents. Although there are expert guidelines describing the process for successfully engaging local media, little has been documented regarding the range of responses that local, rural newspapers might have when approached about covering health promotion programs. This study describes the response of rural, local newspapers to a press release about a health promotion program taking place in 28 restaurants in different rural towns. The most common reason for not publishing a story was that it would constitute free advertising for the restaurant. Twenty-two stories were analyzed using descriptive statistics. The majority of the responding newspapers were weeklies, and 16 published the full press release verbatim. Three stories included photos, and five included quotes. Headlines typically included the name of the restaurant and the university partner. The overall response rate is encouraging; however, there is considerable room for improvement in terms of personalizing the story with photos or quotes. Greater efforts may be required to obtain this depth of coverage, including training for local journalists to increase their interest and confidence in covering health promotion issues.

The Rural Restaurant Healthy Options Program: Response of Rural, Local Newspapers to a Program Press Release

PubMed Central

Nothwehr, Faryle; Andsager, Julie; Haines, Heidi

2014-01-01

Local media should be used to raise awareness of health promotion programs. In rural areas, local newspapers provide an opportunity to reach large numbers of residents. Although there are expert guidelines describing the process for successfully engaging local media, little has been documented regarding the range of responses that local, rural newspapers might have when approached about covering health promotion programs. This study describes the response of rural, local newspapers to a press release about a health promotion program taking place in 28 restaurants in different rural towns. The most common reason for not publishing a story was that it would constitute free advertising for the restaurant. Twenty-two stories were analyzed using descriptive statistics. The majority of the responding newspapers were weeklies, and 16 published the full press release verbatim. Three stories included photos, and five included quotes. Headlines typically included the name of the restaurant and the university partner. The overall response rate is encouraging; however, there is considerable room for improvement in terms of personalizing the story with photos or quotes. Greater efforts may be required to obtain this depth of coverage, including training for local journalists to increase their interest and confidence in covering health promotion issues. PMID:23182860

Getting the hang of it: preferential gist over verbatim story recall and the roles of attentional capacity and the episodic buffer in Alzheimer disease.

PubMed

Foldi, Nancy S

2011-01-01

Story recall in Alzheimer disease (AD) is typically used as a measure of episodic memory, but the degree to which recall is dependent on available attentional resources is not fully understood. The current study investigated how measures of attention were associated to verbatim recall (exact reproduction) or gist recall (relevant semantic meaning). Sixteen participants with AD and 16 age-matched healthy older adults recalled a story on immediate free recall and recognition. Controls recalled more units overall than AD. A group X response interaction revealed more gist than verbatim recall in AD, but those with mild disease generated approximately the same number gist responses as controls. For each group, qualitatively different attentional resources were associated with recall units. In controls, verbatim units correlated positively with primacy serial position items of the California Verbal Learning Test II (CVLTII), suggesting that episodic buffer resources may be associated with story recall. In AD, gist units were positively correlated with digits forward, but inversely related to the CVLTII primacy region items, suggesting reliance on low-level capacity resources. Possible explanations of the impaired performance in AD may be a bias in favor of gist processing, poor verbatim encoding, and/or processing failure at the level of the episodic buffer.

Brain correlates of discourse processing: An fMRI investigation of irony and conventional metaphor comprehension

PubMed Central

Eviatar, Zohar; Just, Marcel Adam

2006-01-01

Higher levels of discourse processing evoke patterns of cognition and brain activation that extend beyond the literal comprehension of sentences. We used fMRI to examine brain activation patterns while 16 healthy participants read brief three-sentence stories that concluded with either a literal, metaphoric, or ironic sentence. The fMRI images acquired during the reading of the critical sentence revealed a selective response of the brain to the two types of nonliteral utterances. Metaphoric utterances resulted in significantly higher levels of activation in the left inferior frontal gyrus and in bilateral inferior temporal cortex than the literal and ironic utterances. Ironic statements resulted in significantly higher activation levels than literal statements in the right superior and middle temporal gyri, with metaphoric statements resulting in intermediate levels in these regions. The findings show differential hemispheric sensitivity to these aspects of figurative language, and are relevant to models of the functional cortical architecture of language processing in connected discourse. PMID:16806316

Searching for Judy: how small mysteries affect narrative processes and memory.

PubMed

Love, Jessica; McKoon, Gail; Gerrig, Richard J

2010-05-01

Current theories of text processing say little about how authors' narrative choices, including the introduction of small mysteries, can affect readers' narrative experiences. Gerrig, Love, and McKoon (2009) provided evidence that 1 type of small mystery-a character introduced without information linking him or her to the story-affects readers' moment-by-moment processing. For that project, participants read stories that introduced characters by proper name alone (e.g., "Judy") or with information connecting the character to the rest of the story (e.g., "our principal Judy"). In an online recognition probe task, responses to the character's name 3 lines after his or her introduction were faster when the character had not been introduced with connecting information, suggesting that the character remained accessible awaiting resolution. In the 4 experiments in this article, we extend our theoretical analysis of small mysteries. In Experiments 1 and 2, we found evidence that trait information (e.g., "daredevil Judy") is not sufficient to connect a character to a text. In Experiments 3 and 4, we found evidence that the moment-by-moment processing effects of such small mysteries also affect readers' memory for the stories. We interpret the results in terms of Kintsch's (1988) construction-integration model of discourse processing. PsycINFO Database Record (c) 2010 APA, all rights reserved.

How We Know It Hurts: Item Analysis of Written Narratives Reveals Distinct Neural Responses to Others' Physical Pain and Emotional Suffering

PubMed Central

Bruneau, Emile; Dufour, Nicholas; Saxe, Rebecca

2013-01-01

People are often called upon to witness, and to empathize with, the pain and suffering of others. In the current study, we directly compared neural responses to others' physical pain and emotional suffering by presenting participants (n = 41) with 96 verbal stories, each describing a protagonist's physical and/or emotional experience, ranging from neutral to extremely negative. A separate group of participants rated “how much physical pain”, and “how much emotional suffering” the protagonist experienced in each story, as well as how “vivid and movie-like” the story was. Although ratings of Pain, Suffering and Vividness were positively correlated with each other across stories, item-analyses revealed that each scale was correlated with activity in distinct brain regions. Even within regions of the “Shared Pain network” identified using a separate data set, responses to others' physical pain and emotional suffering were distinct. More broadly, item analyses with continuous predictors provided a high-powered method for identifying brain regions associated with specific aspects of complex stimuli – like verbal descriptions of physical and emotional events. PMID:23638181

Taking Perspective: Personal Pronouns Affect Experiential Aspects of Literary Reading

PubMed Central

Burke, Michael; Hagoort, Peter; Willems, Roel M.

2016-01-01

Personal pronouns have been shown to influence cognitive perspective taking during comprehension. Studies using single sentences found that 3rd person pronouns facilitate the construction of a mental model from an observer’s perspective, whereas 2nd person pronouns support an actor’s perspective. The direction of the effect for 1st person pronouns seems to depend on the situational context. In the present study, we investigated how personal pronouns influence discourse comprehension when people read fiction stories and if this has consequences for affective components like emotion during reading or appreciation of the story. We wanted to find out if personal pronouns affect immersion and arousal, as well as appreciation of fiction. In a natural reading paradigm, we measured electrodermal activity and story immersion, while participants read literary stories with 1st and 3rd person pronouns referring to the protagonist. In addition, participants rated and ranked the stories for appreciation. Our results show that stories with 1st person pronouns lead to higher immersion. Two factors—transportation into the story world and mental imagery during reading—in particular showed higher scores for 1st person as compared to 3rd person pronoun stories. In contrast, arousal as measured by electrodermal activity seemed tentatively higher for 3rd person pronoun stories. The two measures of appreciation were not affected by the pronoun manipulation. Our findings underscore the importance of perspective for language processing, and additionally show which aspects of the narrative experience are influenced by a change in perspective. PMID:27192060

Promoting Culturally Respectful Cancer Education Through Digital Storytelling

PubMed Central

Cueva, Melany; Kuhnley, Regina; Lanier, Anne; Dignan, Mark; Revels, Laura; Schoenberg, Nancy E.; Cueva, Katie

2016-01-01

Cancer is the leading cause of mortality among Alaska Native people. Over half of Alaska Native people live in rural communities where specially trained community members called Community Health Aides/Practitioners (CHA/Ps) provide health care. In response to CHA/Ps’ expressed desire to learn more about cancer, four 5-day cancer education and digital storytelling courses were provided in 2014. Throughout each course, participants explored cancer information, reflected on their personal experiences, and envisioned how they might apply their knowledge within their communities. Each course participant also created a personal and authentic digital story, a methodology increasingly embraced by Indigenous communities as a way to combine storytelling traditions with modern technology to promote both individual and community health. Opportunities to learn of CHA/Ps’ experiences with cancer and digital storytelling included a 3-page end-of-course written evaluation, a weekly story-showing log kept for 4 weeks post-course, a group teleconference held 1–2 weeks post-course, and a survey administered 6 months post-course. Participants described digital storytelling as a culturally respectful way to support cancer awareness and education. Participants described the process of creating digital stories as supporting knowledge acquisition, encouraging personal reflection, and sparking a desire to engage in cancer risk reduction activities for themselves and with their families and patients. As a result of creating a personalized digital story, CHA/Ps reported feeling differently about cancer, noting an increase in cancer knowledge and comfort to talk about cancer with clients and family. Indigenous digital stories have potential for broad use as a culturally appropriate health messaging tool. PMID:27429956

Promoting Culturally Respectful Cancer Education Through Digital Storytelling.

PubMed

Cueva, Melany; Kuhnley, Regina; Lanier, Anne; Dignan, Mark; Revels, Laura; Schoenberg, Nancy E; Cueva, Katie

Cancer is the leading cause of mortality among Alaska Native people. Over half of Alaska Native people live in rural communities where specially trained community members called Community Health Aides/Practitioners (CHA/Ps) provide health care. In response to CHA/Ps' expressed desire to learn more about cancer, four 5-day cancer education and digital storytelling courses were provided in 2014. Throughout each course, participants explored cancer information, reflected on their personal experiences, and envisioned how they might apply their knowledge within their communities. Each course participant also created a personal and authentic digital story, a methodology increasingly embraced by Indigenous communities as a way to combine storytelling traditions with modern technology to promote both individual and community health. Opportunities to learn of CHA/Ps' experiences with cancer and digital storytelling included a 3-page end-of-course written evaluation, a weekly story-showing log kept for 4 weeks post-course, a group teleconference held 1-2 weeks post-course, and a survey administered 6 months post-course. Participants described digital storytelling as a culturally respectful way to support cancer awareness and education. Participants described the process of creating digital stories as supporting knowledge acquisition, encouraging personal reflection, and sparking a desire to engage in cancer risk reduction activities for themselves and with their families and patients. As a result of creating a personalized digital story, CHA/Ps reported feeling differently about cancer, noting an increase in cancer knowledge and comfort to talk about cancer with clients and family. Indigenous digital stories have potential for broad use as a culturally appropriate health messaging tool.

Selective attention to human voice enhances brain activity bilaterally in the superior temporal sulcus.

PubMed

Alho, Kimmo; Vorobyev, Victor A; Medvedev, Svyatoslav V; Pakhomov, Sergey V; Starchenko, Maria G; Tervaniemi, Mari; Näätänen, Risto

2006-02-23

Regional cerebral blood flow was measured with positron emission tomography (PET) in 10 healthy male volunteers. They heard two binaurally delivered concurrent stories, one spoken by a male voice and the other by a female voice. A third story was presented at the same time as a text running on a screen. The subjects were instructed to attend silently to one of the stories at a time. In an additional resting condition, no stories were delivered. PET data showed that in comparison with the reading condition, the brain activity in the speech-listening conditions was enhanced bilaterally in the anterior superior temporal sulcus including cortical areas that have been reported to be specifically sensitive to human voice. Previous studies on attention to non-linguistic sounds and visual objects, in turn, showed prefrontal activations that are presumably related to attentional control functions. However, comparisons of the present speech-listening and reading conditions with each other or with the resting condition indicated no prefrontal activity, except for an activation in the inferior frontal cortex that was presumably associated with semantic and syntactic processing of the attended story. Thus, speech listening, as well as reading, even in a distracting environment appears to depend less on the prefrontal control functions than do other types of attention-demanding tasks, probably because selective attention to speech and written text are over-learned actions rehearsed daily.

Two Tales about Illness, Ideologies, and Intimate Identities: Sexuality Politics and AIDS in South Africa, 1980–95

PubMed Central

Tsampiras, Carla

2014-01-01

This article focuses on the micro-narratives of two individuals whose responses to AIDS were mediated by their sexual identity, AIDS activism and the political context of South Africa during a time of transition. Their experiences were also mediated by well-established metanarratives about AIDS and ‘homosexuality’ created in the USA and the UK which were transplanted and reinforced (with local variations) into South Africa by medico-scientific and political leaders.The nascent process of writing South African AIDS histories provides the opportunity to record responses to AIDS at institutional level, reveal the connections between narratives about AIDS and those responses, and draw on the personal stories of those who were at the nexus of impersonal official responses and the personal politics of AIDS. This article records the experiences of Dennis Sifris, a physician who helped establish one of the first AIDS clinics in South Africa and emptied the dance floors, and Pierre Brouard, a clinical psychologist who was involved in early counselling, support and education initiatives for HIV-positive people, and counselled people about dying, and then about living. Their stories show how, even within government-aligned health care spaces hostile to gay men, they were able to provide support and treatment to people; benefited from international connections with other gay communities; and engaged in socially subversive activities. These oral histories thus provide otherwise hidden insights into the experiences of some gay men at the start of an epidemic that was initially almost exclusively constructed on, and about, gay men’s bodies. PMID:24775431

Two tales about illness, ideologies, and intimate identities: sexuality politics and AIDS in South Africa, 1980-95.

PubMed

Tsampiras, Carla

2014-04-01

This article focuses on the micro-narratives of two individuals whose responses to AIDS were mediated by their sexual identity, AIDS activism and the political context of South Africa during a time of transition. Their experiences were also mediated by well-established metanarratives about AIDS and 'homosexuality' created in the USA and the UK which were transplanted and reinforced (with local variations) into South Africa by medico-scientific and political leaders.The nascent process of writing South African AIDS histories provides the opportunity to record responses to AIDS at institutional level, reveal the connections between narratives about AIDS and those responses, and draw on the personal stories of those who were at the nexus of impersonal official responses and the personal politics of AIDS. This article records the experiences of Dennis Sifris, a physician who helped establish one of the first AIDS clinics in South Africa and emptied the dance floors, and Pierre Brouard, a clinical psychologist who was involved in early counselling, support and education initiatives for HIV-positive people, and counselled people about dying, and then about living. Their stories show how, even within government-aligned health care spaces hostile to gay men, they were able to provide support and treatment to people; benefited from international connections with other gay communities; and engaged in socially subversive activities. These oral histories thus provide otherwise hidden insights into the experiences of some gay men at the start of an epidemic that was initially almost exclusively constructed on, and about, gay men's bodies.

Using Culturally Responsive Stories in Mathematics: Responses from the Target Audience

ERIC Educational Resources Information Center

Corp, Amy

2017-01-01

This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

Inference generation and story comprehension among children with ADHD.

PubMed

Van Neste, Jessica; Hayden, Angela; Lorch, Elizabeth P; Milich, Richard

2015-02-01

Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events and in using causal structure and thematic importance to guide recall of stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often, characters' goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the inferences generated during story comprehension by 23 7- to 11-year-old children with ADHD (16 males) and 35 comparison peers (19 males). Children watched two televised stories, each paused at five points. In the experimental condition, at each pause children told what they were thinking about the story, whereas in the control condition no responses were made during pauses. After viewing, children recalled the story. Several types of inferences and inference plausibility were coded. Children with ADHD generated fewer of the most essential inferences, plausible explanatory inferences, than did comparison children, both during story processing and during story recall. The groups did not differ on production of other types of inferences. Group differences in generating inferences during the think-aloud task significantly mediated group differences in patterns of recall. Both groups recalled more of the most important story information after completing the think-aloud task. Generating fewer explanatory inferences has important implications for story comprehension deficits in children with ADHD.

Characteristics of Successful and Unsuccessful Mental Health Referrals of Refugees

PubMed Central

Shannon, Patricia J.; Vinson, Gregory A.; Cook, Tonya; Lennon, Evelyn

2018-01-01

In this community based participatory research study, we explored key characteristics of mental health referrals of refugees using stories of providers collected through an on-line survey. Ten coders sorted 60 stories of successful referrals and 34 stories of unsuccessful referrals into domains using the critical incident technique. Principal Components Analysis yielded categories of successful referrals that included: active care coordination, proactive resolution of barriers, establishment of trust, and culturally responsive care. Unsuccessful referrals were characterized by cultural barriers, lack of care coordination, language barriers, system barriers, providers being unwilling to see refugees. Recommendations for training and policy are discussed. PMID:25735618

Context Specificity of Stress-activated Mitogen-activated Protein (MAP) Kinase Signaling: The Story as Told by Caenorhabditis elegans*

PubMed Central

Andrusiak, Matthew G.; Jin, Yishi

2016-01-01

Stress-associated p38 and JNK mitogen-activated protein (MAP) kinase signaling cascades trigger specific cellular responses and are involved in multiple disease states. At the root of MAP kinase signaling complexity is the differential use of common components on a context-specific basis. The roundworm Caenorhabditis elegans was developed as a system to study genes required for development and nervous system function. The powerful genetics of C. elegans in combination with molecular and cellular dissections has led to a greater understanding of how p38 and JNK signaling affects many biological processes under normal and stress conditions. This review focuses on the studies revealing context specificity of different stress-activated MAPK components in C. elegans. PMID:26907690

On the road to reform: a sociocultural interpretation of reform

NASA Astrophysics Data System (ADS)

Mensah, Felicia Moore

2011-09-01

In this paper I discuss how reform in science education is interpreted by Barma as she recounts the story of Catherine, a grade 9 biology teacher, who reforms her teaching practices in response to a national curriculum reform in Quebec, Canada. Unlike some cases in response to reform, this case is hopeful and positive. Also in this paper, I address some familiar areas that must be considered when teachers undertake curriculum reform and how science educators may fulfill the role of facilitator and advocate in the support of teachers on the road to reform. The commentary focuses on how Barma retells the story through the lens of activity theory.

78 FR 35046 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-11

... tell personalized stories about each project and the communities that are positively affected by... technology. Please note that the comments submitted in response to this notice are a matter of public record...

Methods and Strategies: Oral Science Stories. Using Culturally Responsive Storytelling to Teach Socioeconomically Disadvantaged Students

ERIC Educational Resources Information Center

Harris, Renard; Hall, Cynthia; Hawkins, Tristan; Hartley, Megan; McCray, Willie; Sirleaf, Hammed

2016-01-01

T.A.L.E.S., Teaching And Learning with Engaging Stories, is an alternative teaching method that focuses on enhancing learning by teaching science, math, ELA, and social studies through story. A six-week research study investigating socioeconomically disadvantaged students' responses to oral stories was conducted during an afterschool tutoring…

Story-telling, Earth-Sciences and Geoethics

NASA Astrophysics Data System (ADS)

Bohle, Martin; Sibilla, Anna; Graells, Robert Casals i.

2015-04-01

People are engineers, even the artist. People like stories, even the engineers. Engineering shapes the intersections of humans and their environments including with the geosphere. Geoethics considers values upon which to base practices how to intersect the geosphere. Story-telling is a skilful human practice to describe perception of values in different contexts to influence their application. Traditional earth-centric narrations of rural communities have been lost in the global urbanisation process. These former-time narrations related to the "sacrum" - matters not possible to be explained with reasoning. Science and technology, industrialisation and global urbanisation require an other kind of earth-centric story-telling. Now at the fringe of the Anthropocene, humans can base their earth-centricity on knowledge and scientific thinking. We argue that modern story-telling about the functioning of Earth's systems and the impact of humankind's activities on these systems is needed, also in particular because citizens rarely can notice how the geosphere intersects with their daily dealings; putting weather and disasters aside. Modern earth-centric story-telling would offer citizens opportunities to develop informed position towards humankind's place within earth-systems. We argue that such "earth-science story-lines" should be part of the public discourse to engage citizens who have more or less "expert-knowledge". Understanding the functioning of the Earth is needed for economy and values suitable for an anthropophil society. Multi-faceted discussion of anthropogenic global change and geoengineering took off recently; emerging from discussions about weather and hazard mitigation. Going beyond that example; we illustrate opportunities for rich story-telling on intersections of humans' activities and the geosphere. These 'modern narrations' can weave science, demographics, linguistics and cultural histories into earth-centric stories around daily dealings of citizens. Such earth-science narrations could convene value statements on how humankind activities intersect the geosphere; and thus, they are narrations on geoethics.

Collective Digital Storytelling: An Activity-Theoretical Analysis of Second Language Learning and Teaching

ERIC Educational Resources Information Center

Kalyaniwala-Thapliyal, Carmenne

2016-01-01

This paper describes the collective activity of a group of four students who created a digital story as a teaching resource that was to be used for teaching English as a foreign language. It uncovers and analyzes the actual processes underlining the activity as it unfolds from one stage to another. Four processes, viz., sociocognitive…

Context Specificity of Stress-activated Mitogen-activated Protein (MAP) Kinase Signaling: The Story as Told by Caenorhabditis elegans.

PubMed

Andrusiak, Matthew G; Jin, Yishi

2016-04-08

Stress-associated p38 and JNK mitogen-activated protein (MAP) kinase signaling cascades trigger specific cellular responses and are involved in multiple disease states. At the root of MAP kinase signaling complexity is the differential use of common components on a context-specific basis. The roundwormCaenorhabditis eleganswas developed as a system to study genes required for development and nervous system function. The powerful genetics ofC. elegansin combination with molecular and cellular dissections has led to a greater understanding of how p38 and JNK signaling affects many biological processes under normal and stress conditions. This review focuses on the studies revealing context specificity of different stress-activated MAPK components inC. elegans. © 2016 by The American Society for Biochemistry and Molecular Biology, Inc.

Robust Research and Rapid Response: The Plum Pox Virus Story

ERIC Educational Resources Information Center

Alter, Theodore R.; Bridger, Jeffrey C.; Travis, James W.

2004-01-01

Universities are frequently criticized for being unresponsive to the needs of their stakeholders. In response to this perception, many institutions of higher learning have taken steps to become more productively engaged with the people, organizations, and communities they serve. In this article, we analyze the process of engagement by focusing on…

The Stock Market Game, an Educator's Guide. Elementary School Edition [Grades 6-8].

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Helping students learn about taking responsibility for the planning and shaping of their personal financial futures is this 13-lesson teaching unit's goal. Each lesson includes performance objectives, materials, motivational activities, development, and enrichment activities. Concepts are taught through worksheets, stories, and games. Students are…

Integrated passive/active vibration absorber for multi-story buildings

NASA Technical Reports Server (NTRS)

Lee-Glauser, Gina J.; Ahmadi, Goodarz; Horta, Lucas G.

1995-01-01

Passive isolator, active vibration absorber, and an integrated passive/active (hybrid) control are studied for their effectiveness in reducing structural vibration under seismic excitations. For the passive isolator, a laminated rubber bearing base isolator which has been studied and used extensively by researchers and seismic designers is considered. An active vibration absorber concept, which can provide guaranteed closed-loop stability with minimum knowledge of the controlled system, is used to reduce the passive isolator displacement and to suppress the top floor vibration. A three-story building model is used for the numerical simulation. The performance of an active vibration absorber and a hybrid vibration controller in reducing peak structural responses is compared with the passively isolated structural response and with absence of vibration control systems under the N00W component of El Centro 1940 and N90W component of the Mexico City earthquake excitation records. The results show that the integrated passive/active vibration control system is most effective in suppressing the peak structural acceleration for the El Centro 1940 earthquake when compared with the passive or active vibration absorber alone. The active vibration absorber, however, is the only system that suppresses the peak acceleration of the structure for the Mexico City 1985 earthquake.

Assessment of vocational guidance: the Berufsbilder test.

PubMed

Melo-Silva, Lucy Leal; Pasian, Sonia Regina; Assoni, Renata de Fátima; Bonfim, Talma Alzira

2008-05-01

The object of this study is to assess informative possibilities of some technical indicators of the Test of Photos of Professions (BBT--Berufsbilder test), a projective method to clarify professional inclination, proposed by Martin Achtnich. This psychological evaluation technique is composed of 96 photos of professionals, performing various types of activities. The test subject classifies the photos into three groups: positive (agreeable), negative (disagreeable) and indifferent (neutral). Among those chosen positively, five preferences are chosen and a story is developed that includes them, an activity that is requested two times during the Vocational Guidance process: in the beginning (or middle) and at the end of the intervention. In this study, 160 stories were created by 80 youths, between 15 and 20 years of age, in public and private schools in a mid-sized Brazilian city. The stories were compared in three analytical categories: protagonist, professional conflict and resolution. The results were submitted to Wilcoxon nonparametric statistical analysis (p < .05), significant and relevant indicators of resolution being found in the process of occupational choice. This technical resource was shown, from this empirical evidence, to be promising for use in evaluation of intervention processes of Vocational Guidance.

African-American Stories and Literary Responses: Does a Child's Ethnicity Affect the Focus of a Response?

ERIC Educational Resources Information Center

Altieri, Jennifer L.

1993-01-01

Examines the written responses of Hispanic, African-American and Caucasian elementary students after listening to various African-American stories to see whether engagement with text is related to student's ethnicity. Finds that students were equally capable of engagement in the African-American stories regardless of their ethnicity. (RS)

Augmented reality social story for autism spectrum disorder

NASA Astrophysics Data System (ADS)

Syahputra, M. F.; Arisandi, D.; Lumbanbatu, A. F.; Kemit, L. F.; Nababan, E. B.; Sheta, O.

2018-03-01

Augmented Reality is a technique that can bring social story therapy into virtual world to increase intrinsic motivation of children with Autism Spectrum Disorder(ASD). By looking at the behaviour of ASD who will be difficult to get the focus, the lack of sensory and motor nerves in the use of loads on the hands or other organs will be very distressing children with ASD in doing the right activities, and interpret and understand the social situation in determining a response appropriately. Required method to be able to apply social story on therapy of children with ASD that is implemented with Augmented Reality. The output resulting from this method is 3D animation (three-dimensional animation) of social story by detecting marker located in special book and some simple game which done by using leap motion controller which is useful in reading hand movement in real-time.

Prereaders' Story Processing Strategies.

ERIC Educational Resources Information Center

Harlin, Rebecca P.

A study examined prereaders' story processing strategies by assessing their performance on tasks that tapped their ability to (1) use story grammar and role playing, (2) retell a wordless picture book, (3) read a predictable book, (4) retell an oral story, (5) sequence pictured story events, and (6) fingerpoint-read a nursery rhyme. Parent…

Reading a Suspenseful Literary Text Activates Brain Areas Related to Social Cognition and Predictive Inference

PubMed Central

Lehne, Moritz; Engel, Philipp; Rohrmeier, Martin; Menninghaus, Winfried; Jacobs, Arthur M.; Koelsch, Stefan

2015-01-01

Stories can elicit powerful emotions. A key emotional response to narrative plots (e.g., novels, movies, etc.) is suspense. Suspense appears to build on basic aspects of human cognition such as processes of expectation, anticipation, and prediction. However, the neural processes underlying emotional experiences of suspense have not been previously investigated. We acquired functional magnetic resonance imaging (fMRI) data while participants read a suspenseful literary text (E.T.A. Hoffmann's “The Sandman”) subdivided into short text passages. Individual ratings of experienced suspense obtained after each text passage were found to be related to activation in the medial frontal cortex, bilateral frontal regions (along the inferior frontal sulcus), lateral premotor cortex, as well as posterior temporal and temporo-parietal areas. The results indicate that the emotional experience of suspense depends on brain areas associated with social cognition and predictive inference. PMID:25946306

Library roles in disaster response: an oral history project by the National Library of Medicine*†

PubMed Central

Featherstone, Robin M.; Lyon, Becky J.; Ruffin, Angela B.

2008-01-01

Objectives: To develop a knowledgebase of stories illustrating the variety of roles that librarians can assume in emergency and disaster planning, preparedness, response, and recovery, the National Library of Medicine conducted an oral history project during the summer of 2007. The history aimed to describe clearly and compellingly the activities—both expected and unusual—that librarians performed during and in the aftermath of the disasters. While various types of libraries were included in interviews, the overall focus of the project was on elucidating roles for medical libraries. Methods: Using four broad questions as the basis for telephone and email interviews, the investigators recorded the stories of twenty-three North American librarians who responded to bombings and other acts of terrorism, earthquakes, epidemics, fires, floods, hurricanes, and tornados. Results: Through the process of conducting the oral history, an understanding of multiple roles for libraries in disaster response emerged. The roles fit into eight categories: institutional supporters, collection managers, information disseminators, internal planners, community supporters, government partners, educators and trainers, and information community builders. Conclusions: Librarians—particularly health sciences librarians—made significant contributions to preparedness and recovery activities surrounding recent disasters. Lessons learned from the oral history project increased understanding of and underscored the value of collaborative relationships between libraries and local, state, and federal disaster management agencies and organizations. PMID:18974811

Functional Magnetic Resonance Imaging of Story Listening in Adolescents and Young Adults with Down Syndrome: Evidence for Atypical Neurodevelopment

ERIC Educational Resources Information Center

Jacola, L. M.; Byars, A. W.; Hickey, F.; Vannest, J.; Holland, S. K.; Schapiro, M. B.

2014-01-01

Background: Previous studies have documented differences in neural activation during language processing in individuals with Down syndrome (DS) in comparison with typically developing individuals matched for chronological age. This study used functional magnetic resonance imaging (fMRI) to compare activation during language processing in young…

Getting the cocktail party started: masking effects in speech perception

PubMed Central

Evans, S; McGettigan, C; Agnew, ZK; Rosen, S; Scott, SK

2016-01-01

Spoken conversations typically take place in noisy environments and different kinds of masking sounds place differing demands on cognitive resources. Previous studies, examining the modulation of neural activity associated with the properties of competing sounds, have shown that additional speech streams engage the superior temporal gyrus. However, the absence of a condition in which target speech was heard without additional masking made it difficult to identify brain networks specific to masking and to ascertain the extent to which competing speech was processed equivalently to target speech. In this study, we scanned young healthy adults with continuous functional Magnetic Resonance Imaging (fMRI), whilst they listened to stories masked by sounds that differed in their similarity to speech. We show that auditory attention and control networks are activated during attentive listening to masked speech in the absence of an overt behavioural task. We demonstrate that competing speech is processed predominantly in the left hemisphere within the same pathway as target speech but is not treated equivalently within that stream, and that individuals who perform better in speech in noise tasks activate the left mid-posterior superior temporal gyrus more. Finally, we identify neural responses associated with the onset of sounds in the auditory environment, activity was found within right lateralised frontal regions consistent with a phasic alerting response. Taken together, these results provide a comprehensive account of the neural processes involved in listening in noise. PMID:26696297

The neural substrates associated with attentional resources and difficulty of concurrent processing of the two verbal tasks.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C; Sadato, Norihiro; Watanabe, Yasuyoshi

2012-07-01

The kana pick-out test has been widely used in Japan to evaluate the ability to divide attention in both adult and pediatric patients. However, the neural substrates underlying the ability to divide attention using the kana pick-out test, which requires participants to pick out individual letters (vowels) in a story while also reading for comprehension, thus requiring simultaneous allocation of attention to both activities, are still unclear. Moreover, outside of the clinical area, neuroimaging studies focused on the mechanisms of divided attention during complex story comprehension are rare. Thus, the purpose of the present study, to clarify the neural substrates of kana pick-out test, improves our current understanding of the basic neural mechanisms of dual task performance in verbal memory function. We compared patterns of activation in the brain obtained during performance of the individual tasks of vowel identification and story comprehension, to levels of activation when participants performed the two tasks simultaneously during the kana pick-out test. We found that activations of the left dorsal inferior frontal gyrus and superior parietal lobule increase in functional connectivity to a greater extent during the dual task condition compared to the two single task conditions. In contrast, activations of the left fusiform gyrus and middle temporal gyrus, which are significantly involved in picking out letters and complex sentences during story comprehension, respectively, were reduced in the dual task condition compared to during the two single task conditions. These results suggest that increased activations of the dorsal inferior frontal gyrus and superior parietal lobule during dual task performance may be associated with the capacity for attentional resources, and reduced activations of the left fusiform gyrus and middle temporal gyrus may reflect the difficulty of concurrent processing of the two tasks. In addition, the increase in synchronization between the left dorsal inferior frontal gyrus and superior parietal lobule in the dual task condition may induce effective communication between these brain regions and contribute to more attentional processing than in the single task condition, due to greater and more complex demands on voluntary attentional resources. Copyright © 2012 Elsevier Ltd. All rights reserved.

Local media monitoring in process evaluation. Experiences from the Stockholm Diabetes Prevention Programme.

PubMed

Andersson, Camilla Maria; Bjärås, Gunilla; Tillgren, Per; Ostenson, Claes-Göran

2007-01-01

We present a rationale and approach for longitudinal analyses of media coverage and content, and illustrate how media monitoring can be used in process evaluations. Within a community-based diabetes prevention project, the Stockholm Diabetes Prevention Program, we analyzed the frequency, prominence, and framing of physical activity in local newspapers of three intervention and two control municipalities. In total, 2,128 stories and advertisements related to physical activity were identified between the years 1997 and 2002. Although stories about physical activity were relatively few (n = 224), they were prominently located in all five local newspapers. Physical activity was framed rather similarly in the municipalities. Health aspects, however, were expressed to a greater extent in stories in two of the intervention municipalities. A limited portion (14%) of the articles could be linked directly to the program. It is not possible to assess to what extent the program has had a disseminating effect on the newspapers' health-related content in general, due to weaknesses of the process tracking system and limitations of the study design. Implications for the design is that an evaluative framework should be preplanned and include data collection about media relationships, media's interest in public health, media coverage prior to the program and coverage in other media for comparisons of general trends in the reporting. The material and the current database, however, provide a good basis for quantitative content analysis and qualitative discourse analysis to yield information on the type, frequency, and content of health reporting in local newspapers.

Beliefs about Aggression and Submissiveness: A Comparison of Aggressive and Nonaggressive Individuals with Mild Intellectual Disability

ERIC Educational Resources Information Center

Kirk, Jamie; Jahoda, Andrew; Pert, Carol

2008-01-01

Recent research has examined the relevance of the social information processing model of aggression to individuals with intellectual disability (ID). This study investigated the "response access" and "response decision" steps of this model. Photo stories were used to compare aggressive and nonaggressive individuals' beliefs about the outcomes of…

A novel process for integrating patient stories into patient education interventions: incorporating lessons from theater arts.

PubMed

Fix, Gemmae M; Houston, Thomas K; Barker, Anna M; Wexler, Laura; Cook, Natasha; Volkman, Julie E; Bokhour, Barbara G

2012-09-01

Patient narratives, or stories, are an effective means of educating patients because they increase personal relevance and may reduce counter-arguing. However, such stories must seamlessly combine evidenced-based health information while being true to real patient experiences. The purpose of this paper is to describe the process of developing an educational intervention using African-American patients' success stories controlling hypertension. We identified a process to address stories development challenges. (1) To help identify story tellers, we conducted a literature review and subsequently streamlined the process of storyteller identification through screening and telephone interviews. (2) To better elicit stories, we consulted with experts in storytelling and incorporated principles from theater. (3) To select stories, we used intervention mapping to map the intervention to theory and key clinical concepts, and also engaged members of the target community to ensure scientific criteria and maintain authenticity. Using personal narratives as intervention requires weaving together science, theory and clinically sound content, while still being true to the art of storytelling. Through a careful process of identifying storytellers and story selection and drawing upon theater arts, creating stories for intervention can be streamlined while meeting the goals of authenticity and scientific soundness. Published by Elsevier Ireland Ltd.

Experienced speech-language pathologists' responses to ethical dilemmas: an integrated approach to ethical reasoning.

PubMed

Kenny, Belinda; Lincoln, Michelle; Balandin, Susan

2010-05-01

To investigate the approaches of experienced speech-language pathologists (SLPs) to ethical reasoning and the processes they use to resolve ethical dilemmas. Ten experienced SLPs participated in in-depth interviews. A narrative approach was used to guide participants' descriptions of how they resolved ethical dilemmas. Individual narrative transcriptions were analyzed by using the participant's words to develop an ethical story that described and interpreted their responses to dilemmas. Key concepts from individual stories were then coded into group themes to reflect participants' reasoning processes. Five major themes reflected participants' approaches to ethical reasoning: (a) focusing on the well-being of the client, (b) fulfilling professional roles and responsibilities, (c) attending to professional relationships, (d) managing resources, and (e) integrating personal and professional values. SLPs demonstrated a range of ethical reasoning processes: applying bioethical principles, casuistry, and narrative reasoning when managing ethical dilemmas in the workplace. The results indicate that experienced SLPs adopted an integrated approach to ethical reasoning. They supported clients' rights to make health care choices. Bioethical principles, casuistry, and narrative reasoning provided useful frameworks for facilitating health professionals' application of codes of ethics to complex professional practice issues.

Emotional effects of startling background music during reading news reports: The moderating influence of dispositional BIS and BAS sensitivities.

PubMed

Ravaja, Niklas; Kallinen, Kari

2004-07-01

We examined the moderating influence of dispositional behavioral inhibition system (BIS) and behavioral activation system (BAS) sensitivities on the relationship of startling background music with emotion-related subjective and physiological responses elicited during reading news reports, and with memory performance among 26 adult men and women. Physiological parameters measured were respiratory sinus arrhythmia (RSA), electrodermal activity (EDA), and facial electromyography (EMG). The results showed that, among high BAS individuals, news stories with startling background music were rated as more interesting and elicited higher zygomatic EMG activity and RSA than news stories with non-startling music. Among low BAS individuals, news stories with startling background music were rated as less pleasant and more arousing and prompted higher EDA. No BIS-related effects or effects on memory were found. Startling background music may have adverse (e.g., negative arousal) or beneficial effects (e.g., a positive emotional state and stronger positive engagement) depending on dispositional BAS sensitivity of an individual. Actual or potential applications of this research include the personalization of media presentations when using modern media and communications technologies.

Washington State reorganization: more of the story.

PubMed

Gebbie, K M

1997-01-01

The creation of a new Department of Health in Washington State in 1989 provided an opportunity for analysis of the many forces beyond the pressure of interest groups leading to such a change. Interviews with key actors from executive and legislative branches of state government, local government, and interested health organizations were conducted to uncover the full scope considered for the new department, and the interactions that led to the final, narrower entity. A process model based on these findings is presented as a useful tool for those seeking to improve public health at the state level through changes in the organizational units responsible for health activities.

Using Esri Story Map Technology to Demonstrate SERVIR Global Success Stories

NASA Astrophysics Data System (ADS)

Adams, E. C.; Flores, A.; Muench, R.; Coulter, D.; Limaye, A. S.; Irwin, D.

2016-12-01

A joint development initiative of the National Aeronautics and Space Administration (NASA) and the United States Agency for International Development (USAID), SERVIR works in partnership with leading regional organizations world-wide to help developing countries build their capacity to use information provided by Earth observing satellites and geospatial technologies for managing climate and weather risks, food security and agriculture, land use change, water resources, and natural disaster response. The SERVIR network currently includes 4 regional hubs: Eastern and Southern Africa, Hindu-Kush-Himalaya, the Lower Mekong region, and West Africa, and has completed project activities in the Mesoamerica region. SERVIR has activities in over 40 countries, has developed 70 custom tools, and has collaborated with 155 institutions to apply current state of the art science and technology to decision making. Many of these efforts have the potential to continue to influence decision-making at new institutions throughout the globe; however, engaging those stakeholders and society while maintaining a global brand identity is challenging. Esri story map technologies have allowed the SERVIR network to highlight the applications of SERVIR projects. Conventional communication approaches have been used in SERVIR to share success stories of our geospatial projects; however, the power of Esri story telling offers a great opportunity to convey effectively the impacts of the geospatial solutions provided through SERVIR to end users. This paper will present use cases of how Esri story map technologies are being used across the SERVIR network to effectively communicate science to SERVIR users and general public. The easy to use design templates and interactive user interface are ideal for highlighting SERVIR's diverse products. In addition, the SERVIR team hopes to continue using story maps for project outreach and user engagement.

INSIGHTS FROM THE FRONT LINES: A COLLECTION OF STORIES OF HTA IMPACT FROM INAHTA MEMBER AGENCIES.

PubMed

Schuller, Tara; Söderholm Werkö, Sophie

2017-01-01

This mini-theme contains six stories of health technology assessment (HTA) impact from member agencies of The International Network of Agencies for Health Technology Assessment (INAHTA), which were originally shared at the 2015 and 2016 INAHTA Congresses. The INAHTA impact story sharing is an innovative network activity where member agency representatives share experiences of HTA impact in a loosely structured story format. Through this process, members gain insights from other agencies on new ways of thinking about and approaching HTA impact assessment. A guide is provided to members to prepare their story, and the best story receives the David Hailey Award for Best Impact Story. This mini-theme contains stories of HTA impact from six member agencies in different parts of the world: the Health Assessment Division of the Ministry of Public Health (Uruguay), the Institute of Quality and Efficiency in Health Care (Germany), the Health Information and Quality Authority (Ireland), the Finnish Office for Health Technology Assessment (Finland), the Australian Safety and Efficacy Register of New Interventional Procedures-Surgical (Australia), and the Institut national d'excellence en santé et en services sociaux (Canada). Across the papers, common themes emerge about the importance of appropriate engagement of stakeholders and the broadening scope of HTA beyond reimbursement decision making.

Right hemisphere neural activations in the recall of waking fantasies and of dreams.

PubMed

Benedetti, Francesco; Poletti, Sara; Radaelli, Daniele; Ranieri, Rebecca; Genduso, Valeria; Cavallotti, Simone; Castelnovo, Anna; Smeraldi, Enrico; Scarone, Silvio; D'Agostino, Armando

2015-10-01

The story-like organization of dreams is characterized by a pervasive bizarreness of events and actions that resembles psychotic thought, and largely exceeds that observed in normal waking fantasies. Little is known about the neural correlates of the confabulatory narrative construction of dreams. In this study, dreams, fantasies elicited by ambiguous pictorial stimuli, and non-imaginative first- and third-person narratives from healthy participants were recorded, and were then studied for brain blood oxygen level-dependent functional magnetic resonance imaging on a 3.0-Tesla scanner while listening to their own narrative reports and attempting a retrieval of the corresponding experience. In respect to non-bizarre reports of daytime activities, the script-driven recall of dreams and fantasies differentially activated a right hemisphere network including areas in the inferior frontal gyrus, and superior and middle temporal gyrus. Neural responses were significantly greater for fantasies than for dreams in all regions, and inversely proportional to the degree of bizarreness observed in narrative reports. The inferior frontal gyrus, superior and middle temporal gyrus have been implicated in the semantic activation, integration and selection needed to build a coherent story representation and to resolve semantic ambiguities; in deductive and inferential reasoning; in self- and other-perspective taking, theory of mind, moral and autobiographical reasoning. Their degree of activation could parallel the level of logical robustness or inconsistency experienced when integrating information and mental representations in the process of building fantasy and dream narratives. © 2015 European Sleep Research Society.

Historical imagination, narrative learning and nursing practice: graduate nursing students' reader-responses to a nurse's storytelling from the past.

PubMed

Wood, Pamela J

2014-09-01

Storytelling and narrative are widely used in nurse education and the value of narrative-based curricula, such as those governed by narrative pedagogy, is well recognised. Storytelling stimulates students' imagination, a central feature of narrative learning. One form of story and imagination yet to be fully considered by educators is the historical story and historical imagination. The use of historical storytelling creates a temporal dissonance between the story and reader that stimulates readers' imagination and response, and enables them to gain rich insights which can be applied to the present. Reader-response theory can support educators when using narrative and storytelling. This article presents an analysis of graduate nursing students' reader-responses to a nurse's story from the past. This narrative learning group used their historical imagination in responding to the story and prompted and challenged each other in their interpretation and in translating their responses to their current nursing practice. The article discusses this analysis within the context of reader-response theory and its potential application to narrative-based learning in nurse education. Historical stories stimulate historical imagination and offer a different frame of reference for students' development of textual competence and for applying insights to the present. Copyright © 2014 Elsevier Ltd. All rights reserved.

Life story resources in dementia care: a review.

PubMed

Kindell, Jacqueline; Burrow, Simon; Wilkinson, Ray; Keady, John David

2014-01-01

Life story work has a relatively long tradition in the caring sciences and is recognised as an important component of dementia care and practice. However, to date, there has not been a review of accessible life story resources. The paper aims to discuss these issues. Following a systematic approach to identification and inclusion, 11 life story resources were reviewed to ascertain areas of commonality and divergence between the materials. The authors were able to group the analysis under eight areas and at the end of this process, it was uncertain if life story work is a formal staff intervention or an informal activity that people with dementia and their families could engage in. Resources also varied in terms of whether the life story information was organised in a chronological way, or with topics of interest/discussion or with a combination of both. Life story evaluation and its impact on the life of the person with dementia is in need of development. Across the resources the authors identified four reasons to do life story work which the authors have named as: emotional connections; interactional connections; building new connections and practical care connections. There was limited guidance aimed at helping people with dementia to develop and compile their own life story. This paper provides new insights into the usefulness, future directions and content of life story resources in dementia care. It will be of interest to those in health and social care as well as people living with dementia.

Searching for Judy: How small mysteries affect narrative processes and memory

PubMed Central

Love, Jessica; McKoon, Gail; Gerrig, Richard J.

2010-01-01

Current theories of text processing say little about how author’s narrative choices, including the introduction of small mysteries, can affect readers’ narrative experiences. Gerrig, Love, and McKoon (2009) provided evidence that one type of small mystery—a character introduced without information linking him or her to the story—affects readers’ moment-by-moment processing. For that project, participants read stories that introduced characters by proper name alone (e.g., Judy) or with information connecting the character to the rest of the story (e.g., our principal Judy). In an on-line recognition probe task, responses to the character’s name three lines after his or her introduction were faster when the character had not been introduced with connecting information, suggesting that the character remained accessible awaiting resolution. In the four experiments in this paper, we extended our theoretical analysis of small mysteries. In Experiments 1 and 2, we found evidence that trait information (e.g., daredevil Judy) is not sufficient to connect a character to a text. In Experiments 3 and 4, we provide evidence that the moment-by-moment processing effects of such small mysteries also affect readers’ memory for the stories. We interpret the results in terms of Kintsch’s Construction-Integration model (1988) of discourse processing. PMID:20438273

Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship.

PubMed

Chretien, Katherine C; Swenson, Rebecca; Yoon, Bona; Julian, Ricklie; Keenan, Jonathan; Croffoot, James; Kheirbek, Raya

2015-07-01

Narrative medicine educational interventions may enhance patient-centered care, yet most educational interventions do not involve actual patient-provider interactions, nor do they assess narrative competence, a key skill for its practice. An experiential narrative medicine curriculum for medical students was developed and piloted. The purpose of the study was to develop narrative competence, practice attentive listening, and stimulate reflection. Participants were third-year medicine clerkship students. The curriculum involved 1) an introductory session, 2) a patient storytelling activity, and 3) a group reflection session. For the storytelling activity, students elicited illness narratives in storytelling form from patients, listened attentively, wrote their versions of the story, and then read them back to patients. Five student focus groups were conducted between July 2011 and March 2012 (n = 31; 66%) to explore students' experiences, student-patient dynamics, challenges, and what they learned. Patient interviews (n = 17) on their experience were conducted in January 2013. Thematic analysis of the audiotaped stories of ten patients and corresponding student-written stories helped gauge narrative competence. The curriculum was found to be feasible and acceptable to both patients and students. Some patients and students were profoundly moved. Ongoing focus groups resulted in continual process improvement. Students' stories showed attainment of narrative competence.

Creative Stories: A Storytelling Game Fostering Creativity

ERIC Educational Resources Information Center

Koukourikos, Antonis; Karampiperis, Pythagoras; Panagopoulos, George

2014-01-01

The process of identifying techniques for fostering creativity, and applying these theoretical constructs in real-world educational activities, is, by nature, multifaceted and not straightforward, pertaining to several fields such as cognitive theory and psychology. Furthermore, the quantification of the impact of different activities on…

Adult Education & Training in South Africa. A Selected Chronology from 1910 to 1995.

ERIC Educational Resources Information Center

Gush, Cathy; Walters, Shirley

The history of adult education and training in South Africa is a story of the simultaneous and sometimes conflicting activities of three major actors: organizations of civil society, the state, and capital. Organizations of civil society have led many activities in response to social class, race, and gender inequalities. Strongly motivated within…

Reading under the Skin: Physiological Activation during Reading in Children with Dyslexia and Typical Readers

ERIC Educational Resources Information Center

Tobia, Valentina; Bonifacci, Paola; Ottaviani, Cristina; Borsato, Thomas; Marzocchi, Gian Marco

2016-01-01

The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n =…

The neural processing of hierarchical structure in music and speech at different timescales

PubMed Central

Farbood, Morwaread M.; Heeger, David J.; Marcus, Gary; Hasson, Uri; Lerner, Yulia

2015-01-01

Music, like speech, is a complex auditory signal that contains structures at multiple timescales, and as such is a potentially powerful entry point into the question of how the brain integrates complex streams of information. Using an experimental design modeled after previous studies that used scrambled versions of a spoken story (Lerner et al., 2011) and a silent movie (Hasson et al., 2008), we investigate whether listeners perceive hierarchical structure in music beyond short (~6 s) time windows and whether there is cortical overlap between music and language processing at multiple timescales. Experienced pianists were presented with an extended musical excerpt scrambled at multiple timescales—by measure, phrase, and section—while measuring brain activity with functional magnetic resonance imaging (fMRI). The reliability of evoked activity, as quantified by inter-subject correlation of the fMRI responses, was measured. We found that response reliability depended systematically on musical structure coherence, revealing a topographically organized hierarchy of processing timescales. Early auditory areas (at the bottom of the hierarchy) responded reliably in all conditions. For brain areas at the top of the hierarchy, the original (unscrambled) excerpt evoked more reliable responses than any of the scrambled excerpts, indicating that these brain areas process long-timescale musical structures, on the order of minutes. The topography of processing timescales was analogous with that reported previously for speech, but the timescale gradients for music and speech overlapped with one another only partially, suggesting that temporally analogous structures—words/measures, sentences/musical phrases, paragraph/sections—are processed separately. PMID:26029037

The neural processing of hierarchical structure in music and speech at different timescales.

PubMed

Farbood, Morwaread M; Heeger, David J; Marcus, Gary; Hasson, Uri; Lerner, Yulia

2015-01-01

Music, like speech, is a complex auditory signal that contains structures at multiple timescales, and as such is a potentially powerful entry point into the question of how the brain integrates complex streams of information. Using an experimental design modeled after previous studies that used scrambled versions of a spoken story (Lerner et al., 2011) and a silent movie (Hasson et al., 2008), we investigate whether listeners perceive hierarchical structure in music beyond short (~6 s) time windows and whether there is cortical overlap between music and language processing at multiple timescales. Experienced pianists were presented with an extended musical excerpt scrambled at multiple timescales-by measure, phrase, and section-while measuring brain activity with functional magnetic resonance imaging (fMRI). The reliability of evoked activity, as quantified by inter-subject correlation of the fMRI responses, was measured. We found that response reliability depended systematically on musical structure coherence, revealing a topographically organized hierarchy of processing timescales. Early auditory areas (at the bottom of the hierarchy) responded reliably in all conditions. For brain areas at the top of the hierarchy, the original (unscrambled) excerpt evoked more reliable responses than any of the scrambled excerpts, indicating that these brain areas process long-timescale musical structures, on the order of minutes. The topography of processing timescales was analogous with that reported previously for speech, but the timescale gradients for music and speech overlapped with one another only partially, suggesting that temporally analogous structures-words/measures, sentences/musical phrases, paragraph/sections-are processed separately.

Stories, skulls, and colonial collections.

PubMed

Roque, Ricardo

2011-01-01

The essay explores the hypothesis of colonial collecting processes involving the active addition of the colonial context and historical past to museum objects through the production of short stories. It examines the emergent historicity of collections through a focus on the "histories" that museum workers and colonial agents have been attaching to scientific collections of human skulls. Drawing on the notions of collection trajectory and historiographical work, it offers an alternative perspective from which to approach the creation of singular histories and individual archives for objects in collections.

Death with a Story: How Story Impacts Emotional, Motivational, and Physiological Responses to First-Person Shooter Video Games

ERIC Educational Resources Information Center

Schneider, Edward F.; Lang, Annie; Shin, Mija; Bradley, Samuel D.

2004-01-01

This study investigates how game playing experience changes when a story is added to a first-person shooter game. Dependent variables include identification, presence, emotional experiences and motivations. When story was present, game players felt greater identification, sense of presence, and physiological arousal. The presence of story did not…

Adapted shared reading at school for minimally verbal students with autism.

PubMed

Mucchetti, Charlotte A

2013-05-01

Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5-6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%-100% during adapted sessions, compared with 41%-52% during baseline. Average number of correct responses to story comprehension questions was 4.2-4.8 out of 6 during adapted sessions compared with 1.2-2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroom-wide as well as joint engagement, language, and literacy outcomes after using such activities over time.

The Effect of Story Grammars on Creative Self-Efficacy and Digital Storytelling

ERIC Educational Resources Information Center

Liu, C.-C.; Wu, L. Y.; Chen, Z.-M.; Tsai, C.-C.; Lin, H.-M.

2014-01-01

Previous studies have proposed that the grammars may serve as a rule-based scaffolding to facilitate story comprehension in storytelling activities. Such scaffoldings may inform students of crucial story elements and possible transitions among different elements. However, how these scaffoldings may influence story creation/writing activities is…

Prairie Stories

ERIC Educational Resources Information Center

Robertson, Amy; Blake, Kathryn

2011-01-01

Stories read aloud or written by students help science come alive and engage students as active participants in their learning. Students gain a sense of place by learning about their local ecosystem by listening to stories read aloud, doing prairie-related activities, and writing stories of their own. This article describes a prairie unit that…

False Belief vs. False Photographs: A Test of Theory of Mind or Working Memory?

PubMed

Callejas, Alicia; Shulman, Gordon L; Corbetta, Maurizio

2011-01-01

Theory of mind (ToM), the ability to reason about other people's thoughts and beliefs, has been traditionally studied in behavioral and neuroimaging experiments by comparing performance in "false belief" and "false photograph" (control) stories. However, some evidence suggests that these stories are not matched in difficulty, complicating the interpretation of results. Here, we more fully evaluated the relative difficulty of comprehending these stories and drawing inferences from them. Subjects read false belief and false photograph stories followed by comprehension questions that probed true ("reality" questions) or false beliefs ("representation" questions) appropriate to the stories. Stories and comprehension questions were read and answered, respectively, more slowly in the false photograph than false belief conditions, indicating their greater difficulty. Interestingly, accuracy on representation questions for false photograph stories was significantly lower than for all other conditions and correlated positively with participants' working memory span scores. These results suggest that drawing representational inferences from false photo stories is particularly difficult and places heavy demands on working memory. Extensive naturalistic practice with ToM reasoning may enable a more flexible and efficient mental representation of false belief stories, resulting in lower memory load requirements. An important implication of these results is that the differential modulation of right temporal-parietal junction (RTPJ) during ToM and "false photo" control conditions may reflect the documented negative correlation of RTPJ activity with working memory load rather than a specialized involvement in ToM processes.

Anger, Sadness and Fear in Response to Breaking Crime and Accident News Stories: How Emotions Influence Support for Alcohol-Control Public Policies via Concern about Risks

PubMed Central

Solloway, Tyler; Slater, Michael D.; Chung, Adrienne; Goodall, Catherine

2015-01-01

Prior research shows that discrete emotions, notably anger and fear, can explain effects of news articles on health and alcohol-control policy support. This study advances prior work by coding expressed emotional responses to messages (as opposed to directly manipulated emotions or forced responses), incorporating and controlling for central thoughts, including sadness (a particularly relevant response to tragic stories), and examining concern’s mediating role between emotion and policy support. An experiment with a national online adult panel had participants read one of 60 violent crime or accident news stories, each manipulated to mention or withhold alcohol’s causal contribution. Multi-group structural equation models suggest that stories not mentioning alcohol had a direct effect on policy support via fear and central thoughts, unmediated by concern. When alcohol was mentioned, sadness and anger affects alcohol-control support through concern. Findings help confirm that emotional responses are key in determining news story effects on public support of health policies. PMID:26491487

A case study of liberation among Latino immigrant families who have children with disabilities.

PubMed

Balcazar, Fabricio E; Suarez-Balcazar, Yolanda; Adames, Sandra Bibiana; Keys, Christopher B; García-Ramírez, Manuel; Paloma, Virginia

2012-03-01

Latino immigrant families with children with disabilities experience multiple sources of oppression during their settlement process in the United States. Unfair social structures and dominant cultural values and norms and the way they influence the immigrants' personal life stories generate a cycle of oppression very difficult to break. This paper presents a case study of how a group of Latino parents carried out a process of liberation fueled by the generation of empowering community narratives (critical awareness leading to transformative action) that resulted from a community-university partnership. Participants initiated a process that led them to discover their own stories of oppression and create new stories; to deconstruct the dominant cultural narratives and modify existing ones; and to understand contexts for power sharing. This joint reflection and increased awareness propelled group members to take action by founding a grassroots organization to redress some of the injustices that were partly responsible for their oppression, thus generating shifts at the personal, relational, and collective levels. In light of the theory of liberation, we discuss the participants' development of critical awareness that led them to take action to address their unmet needs.

Patients’ written life stories: A gateway for understanding

PubMed Central

Ehrenreich, Benny; Hilden, Jens; Malterud, Kirsti

2007-01-01

Objective To explore how statements drawn from patients’ written life stories can help general practitioners understand their patients’ maladaptive thought patterns and their negative schemata. Design Qualitative study of written life stories. Setting General practice in Copenhagen, Denmark. Subjects A total of 22 consecutive patients aged 23–49 years, who were invited by their GP to participate in cognitive therapy owing to depressive or anxiety-related disorders, including unexplained bodily symptoms. Theoretical frame of reference Beck's information-processing model of anxiety. Results Analysis of the written life stories disclosed aspects of negative expectations of life, the self, or the values and capabilities of others or of the patient him- or herself. Three main beliefs were identified: (1) the world is evil, (2) only the perfect is of value, and (3) emotions are dangerous. The patients describe events and experiences in negative terms that others might have interpreted as neutral or positive. For some this translated into a sort of all-or-nothing kind of thinking. Anger and other strong feelings were forbidden. Responsibility for the life of others was a dominant feature. Conclusions Written life stories reveal knowledge of the patient's dysfunctional thought patterns. This may be a useful shortcut in therapy. PMID:17354157

Sell a book and cook a dog: misery, memory and space from Siberian camps to Apartheid.

PubMed

van Dongen, Els

2004-09-01

In this article, the life story of a Polish woman in South Africa is used to illustrate that stories of exile are 'matter out of place' in host countries. Space is a central category in both the story of exiles and in the collective history of receiving countries, but it has different emotional, social, cultural and political meanings. Sometimes stories of exile are denied a place in the social memory of a society. Therefore, recollection and making sense of experienced misery in foreign contexts is often a difficult and lonely undertaking. The article links the story to macro-political processes and attempts to answer questions regarding the consequences of the lack of meaningful space for exiles to remember. Collective and national memories and ceremonies are often exclusive and offer no place for 'alien' memories. Therapeutic repertoires often fail to address the emotional value of communal sharing a socio-cultural and (meta) physical space. It is argued that because the state does not take responsibility for providing a (symbolic) space for the mourning and reconciliation of people whose memories are out of place, transcultural psychiatry - its subsystem - will have to reflect on how to provide such a space.

Teaching through Trade Books: Design Dilemmas

ERIC Educational Resources Information Center

Royce, Christine Anne

2015-01-01

This column includes activities inspired by children's literature. Through two different stories, students are introduced to the process--including the frustrations--of designing something to solve a problem. The experiences of the books' characters are brought into the classroom by having students engage in an engineering and design process. The…

Domain-General Brain Regions Do Not Track Linguistic Input as Closely as Language-Selective Regions.

PubMed

Blank, Idan A; Fedorenko, Evelina

2017-10-11

Language comprehension engages a cortical network of left frontal and temporal regions. Activity in this network is language-selective, showing virtually no modulation by nonlinguistic tasks. In addition, language comprehension engages a second network consisting of bilateral frontal, parietal, cingulate, and insular regions. Activity in this "multiple demand" (MD) network scales with comprehension difficulty, but also with cognitive effort across a wide range of nonlinguistic tasks in a domain-general fashion. Given the functional dissociation between the language and MD networks, their respective contributions to comprehension are likely distinct, yet such differences remain elusive. Prior neuroimaging studies have suggested that activity in each network covaries with some linguistic features that, behaviorally, influence on-line processing and comprehension. This sensitivity of the language and MD networks to local input characteristics has often been interpreted, implicitly or explicitly, as evidence that both networks track linguistic input closely, and in a manner consistent across individuals. Here, we used fMRI to directly test this assumption by comparing the BOLD signal time courses in each network across different people ( n = 45, men and women) listening to the same story. Language network activity showed fewer individual differences, indicative of closer input tracking, whereas MD network activity was more idiosyncratic and, moreover, showed lower reliability within an individual across repetitions of a story. These findings constrain cognitive models of language comprehension by suggesting a novel distinction between the processes implemented in the language and MD networks. SIGNIFICANCE STATEMENT Language comprehension recruits both language-specific mechanisms and domain-general mechanisms that are engaged in many cognitive processes. In the human cortex, language-selective mechanisms are implemented in the left-lateralized "core language network", whereas domain-general mechanisms are implemented in the bilateral "multiple demand" (MD) network. Here, we report the first direct comparison of the respective contributions of these networks to naturalistic story comprehension. Using a novel combination of neuroimaging approaches we find that MD regions track stories less closely than language regions. This finding constrains the possible contributions of the MD network to comprehension, contrasts with accounts positing that this network has continuous access to linguistic input, and suggests a new typology of comprehension processes based on their extent of input tracking. Copyright © 2017 the authors 0270-6474/17/3710000-13$15.00/0.

Domain-General Brain Regions Do Not Track Linguistic Input as Closely as Language-Selective Regions

PubMed Central

Fedorenko, Evelina

2017-01-01

Language comprehension engages a cortical network of left frontal and temporal regions. Activity in this network is language-selective, showing virtually no modulation by nonlinguistic tasks. In addition, language comprehension engages a second network consisting of bilateral frontal, parietal, cingulate, and insular regions. Activity in this “multiple demand” (MD) network scales with comprehension difficulty, but also with cognitive effort across a wide range of nonlinguistic tasks in a domain-general fashion. Given the functional dissociation between the language and MD networks, their respective contributions to comprehension are likely distinct, yet such differences remain elusive. Prior neuroimaging studies have suggested that activity in each network covaries with some linguistic features that, behaviorally, influence on-line processing and comprehension. This sensitivity of the language and MD networks to local input characteristics has often been interpreted, implicitly or explicitly, as evidence that both networks track linguistic input closely, and in a manner consistent across individuals. Here, we used fMRI to directly test this assumption by comparing the BOLD signal time courses in each network across different people (n = 45, men and women) listening to the same story. Language network activity showed fewer individual differences, indicative of closer input tracking, whereas MD network activity was more idiosyncratic and, moreover, showed lower reliability within an individual across repetitions of a story. These findings constrain cognitive models of language comprehension by suggesting a novel distinction between the processes implemented in the language and MD networks. SIGNIFICANCE STATEMENT Language comprehension recruits both language-specific mechanisms and domain-general mechanisms that are engaged in many cognitive processes. In the human cortex, language-selective mechanisms are implemented in the left-lateralized “core language network”, whereas domain-general mechanisms are implemented in the bilateral “multiple demand” (MD) network. Here, we report the first direct comparison of the respective contributions of these networks to naturalistic story comprehension. Using a novel combination of neuroimaging approaches we find that MD regions track stories less closely than language regions. This finding constrains the possible contributions of the MD network to comprehension, contrasts with accounts positing that this network has continuous access to linguistic input, and suggests a new typology of comprehension processes based on their extent of input tracking. PMID:28871034

Life story resources in dementia care: a review

PubMed Central

Kindell, Jacqueline; Burrow, Simon; Wilkinson, Ray; Keady, John David

2014-01-01

Purpose Life story work has a relatively long tradition in the caring sciences and is recognised as an important component of dementia care and practice. However, to date, there has not been a review of accessible life story resources. The paper aims to discuss these issues. Design/methodology/approach Following a systematic approach to identification and inclusion, 11 life story resources were reviewed to ascertain areas of commonality and divergence between the materials. Findings The authors were able to group the analysis under eight areas and at the end of this process, it was uncertain if life story work is a formal staff intervention or an informal activity that people with dementia and their families could engage in. Resources also varied in terms of whether the life story information was organised in a chronological way, or with topics of interest/discussion or with a combination of both. Life story evaluation and its impact on the life of the person with dementia is in need of development. Practical implications Across the resources the authors identified four reasons to do life story work which the authors have named as: emotional connections; interactional connections; building new connections and practical care connections. Social implications There was limited guidance aimed at helping people with dementia to develop and compile their own life story. Originality/value This paper provides new insights into the usefulness, future directions and content of life story resources in dementia care. It will be of interest to those in health and social care as well as people living with dementia. PMID:25419453

Cultural and School-Grade Differences in Korean and White American Children's Narrative Skills

NASA Astrophysics Data System (ADS)

Kim, Meesook

2003-03-01

A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition.

The Body Tells the Story: Using Art to Facilitate Children's Narratives

ERIC Educational Resources Information Center

Hecker, Lorna; Lettenberger, Cassandra; Nedela, Mary; Soloski, Kristy L.

2010-01-01

This article illustrates an art activity for use in psychotherapy with children or adolescents. The purpose of the activity is to utilize creativity to increase problem solving for child clients and to allow their narratives to expand therapeutically. The processing of the activity allows the art to be transformed into language, thereby involving…

Investigation of an Activity-Based Text-Processing Strategy in Mixed-Age Child Dyads

ERIC Educational Resources Information Center

Marley, Scott C.; Szabo, Zsuzsanna; Levin, Joel R.; Glenberg, Arthur M.

2011-01-01

The authors examined an activity-based listening strategy with first- and third-grade children in mixed-grade dyads. On the basis of theories of cognitive development and previous research, the authors predicted the following: (a) children in an activity-based strategy would recall more story events compared with those in a repetition strategy and…

Listeners as co-narrators.

PubMed

Bavelas, J B; Coates, L; Johnson, T

2000-12-01

A collaborative theory of narrative story-telling was tested in two experiments that examined what listeners do and their effect on the narrator. In 63 unacquainted dyads (81 women and 45 men), a narrator told his or her own close-call story. The listeners made 2 different kinds of listener responses: Generic responses included nodding and vocalizations such as "mhm." Specific responses, such as wincing or exclaiming, were tightly connected to (and served to illustrate) what the narrator was saying at the moment. In experimental conditions that distracted listeners from the narrative content, listeners made fewer responses, especially specific ones, and the narrators also told their stories significantly less well, particularly at what should have been the dramatic ending. Thus, listeners were co-narrators both through their own specific responses, which helped illustrate the story, and in their apparent effect on the narrator's performance. The results demonstrate the importance of moment-by-moment collaboration in face-to-face dialogue.

A theoretical framework for the incorporation of history in science education

NASA Astrophysics Data System (ADS)

Klassen, James Stephen

This thesis formulates a theoretical framework for the incorporation of history of science in science teaching, which, it is argued, is essential to laying a stable foundation for instructional design and future empirical studies. It is assumed that the historical approach to teaching science no longer needs defending and that contextual methods are a pedagogically sound approach to learning. Various cognitive and learning theories suggest that there are five distinct contexts that are important in engaging learners: the theoretical, practical, social, historical, and affective. On the basis of these five contexts, a model for teaching and learning is constructed, in which the story assumes a major role in engaging the learner affectively. This model is named the Story-Driven Contextual Approach (SDCA). The SDCA is introduced to students by means of a narrative, encouraging students to become actively engaged with the five contexts. In the SDCA, students are seen as novice researchers and the teacher as a research director. The place and nature of the historical science story in science education is a relatively undeveloped area in the literature. This thesis argues that the development of the events in a story proceed in the same fashion as the steps in learning a concept. A structural model of a story consisting of a three-stage temporal sequence, which includes a causative element, is presented and developed. It is argued that the conceptual change process, from a temporal perspective, can also be viewed as a three-stage sequence similar to the story. The story can, in this light, be thought of as the re-enactment of a particular type of learning process. This knowledge about the nature of stories can serve as a guiding principle in the designing and writing of effective stories based on the history of science, which are to be incorporated with the SDCA. The SDCA was tested in a university physics class using a constructed story which portrays the heroic personal and scientific efforts of the nineteenth century physicist Lord Kelvin in laying the first successful trans-Atlantic cable. Students designed and undertook various practical and theoretical exercises in the SDCA and observations on its implementation are reported.

RN students need to tell their stories.

PubMed

Blecke, J; Flatt, M M

1993-04-01

Finally, what is it about RN students' experiences in the transition process in nursing education that makes their stories need to be told? Actually this question is asked from both the side of the RN students who are the learners and need to tell the stories, and the side of the educator/advisor who needs to have the stories told. In short, the answer to both is that these stories reveal very graphically and meaningfully what is happening in the learning and professional development processes and, simultaneously, they facilitate the progression of those processes. The RN students seem to have an innate sense about what telling their stories will do for them in relation to their learning and professional development processes. They require very little encouragement to prompt their story telling. For the educators/advisors, no other strategy is as adaptable and achieves as much in relation to facilitating the learning and development processes. For both parties, the graphic revelations in stories paint a picture of how past, present, and future blend together to form a meaningful, coherent view of a position in the world. According to Antonovsky's (1979) work on stress and coping, such a view is necessary if stress is to be resisted and health maintained.(ABSTRACT TRUNCATED AT 400 WORDS)

Evaluation of soil-foundation-structure interaction effects on seismic response demands of multi-story MRF buildings on raft foundations

NASA Astrophysics Data System (ADS)

Abdel Raheem, Shehata E.; Ahmed, Mohamed M.; Alazrak, Tarek M. A.

2015-03-01

Soil conditions have a great deal to do with damage to structures during earthquakes. Hence the investigation on the energy transfer mechanism from soils to buildings during earthquakes is critical for the seismic design of multi-story buildings and for upgrading existing structures. Thus, the need for research into soil-structure interaction (SSI) problems is greater than ever. Moreover, recent studies show that the effects of SSI may be detrimental to the seismic response of structure and neglecting SSI in analysis may lead to un-conservative design. Despite this, the conventional design procedure usually involves assumption of fixity at the base of foundation neglecting the flexibility of the foundation, the compressibility of the underneath soil and, consequently, the effect of foundation settlement on further redistribution of bending moment and shear force demands. Hence the SSI analysis of multi-story buildings is the main focus of this research; the effects of SSI are analyzed for typical multi-story building resting on raft foundation. Three methods of analysis are used for seismic demands evaluation of the target moment-resistant frame buildings: equivalent static load; response spectrum methods and nonlinear time history analysis with suit of nine time history records. Three-dimensional FE model is constructed to investigate the effects of different soil conditions and number of stories on the vibration characteristics and seismic response demands of building structures. Numerical results obtained using SSI model with different soil conditions are compared to those corresponding to fixed-base support modeling assumption. The peak responses of story shear, story moment, story displacement, story drift, moments at beam ends, as well as force of inner columns are analyzed. The results of different analysis approaches are used to evaluate the advantages, limitations, and ease of application of each approach for seismic analysis.

Storytelling: a teaching-learning technique.

PubMed

Geanellos, R

1996-03-01

Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience. The combination of storytelling and reflection allows the creation of links between the materials at hand and prior and future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experiences without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.

Creating World Peace, One Classroom at a Time.

ERIC Educational Resources Information Center

de Marquez, Traecy McJilton

2002-01-01

Recounts activities from a kindergarten classroom to illustrate how a multicultural approach cultivates a school environment embracing diversity and educating students about responsibilities associated with freedom. Stories include those related to students viewing each other in terms of individual characteristics rather than their ethnic group,…

Irony comprehension: social conceptual knowledge and emotional response.

PubMed

Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

2014-04-01

Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view. Copyright © 2013 Wiley Periodicals, Inc.

Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters.

PubMed

Demir, Özlem Ece; Fisher, Joan A; Goldin-Meadow, Susan; Levine, Susan C

2014-03-01

Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children's narrative skill. Here we examine whether the quality of kindergarten children's narrative retellings depends on the kind of narrative elicitation they are given. We asked this question with respect to typically developing (TD) kindergarten children and children with pre- or perinatal unilateral brain injury (PL), a group that has been shown to have difficulty with narrative production. We compared children's skill in retelling stories originally presented to them in 4 different elicitation formats: (a) wordless cartoons, (b) stories told by a narrator through the auditory modality, (c) stories told by a narrator through the audiovisual modality without co-speech gestures, and (e) stories told by a narrator in the audiovisual modality with co-speech gestures. We found that children told better structured narratives in response to the audiovisual + gesture elicitation format than in response to the other 3 elicitation formats, consistent with findings that co-speech gestures can scaffold other aspects of language and memory. The audiovisual + gesture elicitation format was particularly beneficial for children who had the most difficulty telling a well-structured narrative, a group that included children with larger lesions associated with cerebrovascular infarcts. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Talking to the Wall

ERIC Educational Resources Information Center

Rogers, Michael

2004-01-01

This article tells the story of Grayhead Public Library and the results of a new evaluation process developed by the state library that asked staff to critique their bosses' management capabilities and the library's services anonymously. Galloway, the director, was shocked when she received the results. She read the responses in disbelief,…

Journeying: Children Responding to Literature.

ERIC Educational Resources Information Center

Holland, Kathleen E., Ed.; And Others

Based on Louise Rosenblatt's transactional theory of reader response, the studies collected in this book present findings and recommendations that contribute to the understanding of how children create meaning from stories, how they acquire literacy skills to express that meaning, and what role educators play in these literary processes. The book…

Reading Stories Activates Neural Representations of Visual and Motor Experiences

PubMed Central

Speer, Nicole K.; Reynolds, Jeremy R.; Swallow, Khena M.; Zacks, Jeffrey M.

2010-01-01

To understand and remember stories, readers integrate their knowledge of the world with information in the text. Here we present functional neuroimaging evidence that neural systems track changes in the situation described by a story. Different brain regions track different aspects of a story, such as a character’s physical location or current goals. Some of these regions mirror those involved when people perform, imagine, or observe similar real-world activities. These results support the view that readers understand a story by simulating the events in the story world and updating their simulation when features of that world change. PMID:19572969

The 3D Digital Story-telling Media on Batik Learning in Vocational High Schools

NASA Astrophysics Data System (ADS)

Widiaty, I.; Achdiani, Y.; Kuntadi, I.; Mubaroq, S. R.; Zakaria, D.

2018-02-01

The aim of this research is to make 3D digital Story-telling Media on Batik Learning in Vocational High School. The digital story-telling developed in this research is focused on 3D-based story-telling. In contrast to the digital story-telling that has been developed in existing learning, this research is expected to be able to improve understanding of vocational students about the value of local wisdom batik more meaningful and “live”. The process of making 3D digital story-telling media consists of two processes, namely the creation of 3D objects and the creation of 3D object viewer.

I Hate Chicken Breast: A Tale of Resisting Stories and Disembodied Knowledge Construction

ERIC Educational Resources Information Center

Moreira, Claudio

2012-01-01

In this performance autoethnography, the author explores the simultaneity of telling and resisting stories of lived experience. In the process, the author constructs the notion of "resisting stories" as autoethnographic narratives that both resist and demand telling in the process of making themselves public. In the process the author engages in a…

Story Based Activities Enhance Literacy Skills in Preschool Children

ERIC Educational Resources Information Center

Yazici, Elçin; Bolay, Hayrunnisa

2017-01-01

We investigated the impact of story-based activities on literacy skills in pre-school children. The efficacy of story-based activities program were tested by literacy skills survey test. Results showed that, the scores of overall literacy skills and all subsets skills in the study group (n = 45) were statistically significantly higher than the…

Telling the Whole Story: Assessing Achievement in English.

ERIC Educational Resources Information Center

McGregor, Robert; Meiers, Marion

This book presents a responsive approach to assessment which recognizes and describes students' development, learning and achievement in English. It describes a model for English teaching built on the kinds of contexts, activities, and experiences which most effectively promote the learning of language, learning through language, and learning…

Perceptual processing during trauma, priming and the development of intrusive memories

PubMed Central

Sündermann, Oliver; Hauschildt, Marit; Ehlers, Anke

2013-01-01

Background Intrusive reexperiencing in posttraumatic stress disorder (PTSD) is commonly triggered by stimuli with perceptual similarity to those present during the trauma. Information processing theories suggest that perceptual processing during the trauma and enhanced perceptual priming contribute to the easy triggering of intrusive memories by these cues. Methods Healthy volunteers (N = 51) watched neutral and trauma picture stories on a computer screen. Neutral objects that were unrelated to the content of the stories briefly appeared in the interval between the pictures. Dissociation and data-driven processing (as indicators of perceptual processing) and state anxiety during the stories were assessed with self-report questionnaires. After filler tasks, participants completed a blurred object identification task to assess priming and a recognition memory task. Intrusive memories were assessed with telephone interviews 2 weeks and 3 months later. Results Neutral objects were more strongly primed if they occurred in the context of trauma stories than if they occurred during neutral stories, although the effect size was only moderate (ηp2=.08) and only significant when trauma stories were presented first. Regardless of story order, enhanced perceptual priming predicted intrusive memories at 2-week follow-up (N = 51), but not at 3 months (n = 40). Data-driven processing, dissociation and anxiety increases during the trauma stories also predicted intrusive memories. Enhanced perceptual priming and data-driven processing were associated with lower verbal intelligence. Limitations It is unclear to what extent these findings generalize to real-life traumatic events and whether they are specific to negative emotional events. Conclusions The results provide some support for the role of perceptual processing and perceptual priming in reexperiencing symptoms. PMID:23207970

Science@NASA: Direct to People!

NASA Technical Reports Server (NTRS)

Koczor, Ronald J.; Adams, Mitzi; Gallagher, Dennis; Whitaker, Ann (Technical Monitor)

2002-01-01

Science@NASA is a science communication effort sponsored by NASA's Marshall Space Flight Center. It is the result of a four year research project between Marshall, the University of Florida College of Journalism and Communications and the internet communications company, Bishop Web Works. The goals of Science@NASA are to inform, inspire, and involve people in the excitement of NASA science by bringing that science directly to them. We stress not only the reporting of the facts of a particular topic, but also the context and importance of the research. Science@NASA involves several levels of activity from academic communications research to production of content for 6 websites, in an integrated process involving all phases of production. A Science Communications Roundtable Process is in place that includes scientists, managers, writers, editors, and Web technical experts. The close connection between the scientists and the writers/editors assures a high level of scientific accuracy in the finished products. The websites each have unique characters and are aimed at different audience segments: 1. http://science.nasa.gov. (SNG) Carries stories featuring various aspects of NASA science activity. The site carries 2 or 3 new stories each week in written and audio formats for science-attentive adults. 2. http://liftoff.msfc.nasa.gov. Features stories from SNG that are recast for a high school level audience. J-Track and J-Pass applets for tracking satellites are our most popular product. 3. http://kids. msfc.nasa.gov. This is the Nursemaids site and is aimed at a middle school audience. The NASAKids Club is a new feature at the site. 4. http://www.thursdaysclassroom.com . This site features lesson plans and classroom activities for educators centered around one of the science stories carried on SNG. 5. http://www.spaceweather.com. This site gives the status of solar activity and its interactions with the Earth's ionosphere and magnetosphere.

A new fun and robust version of an fMRI localizer for the frontotemporal language system.

PubMed

Scott, Terri L; Gallée, Jeanne; Fedorenko, Evelina

2017-07-01

A set of brain regions in the frontal, temporal, and parietal lobes supports high-level linguistic processing. These regions can be reliably identified in individual subjects using fMRI, by contrasting neural responses to meaningful and structured language stimuli vs. stimuli matched for low-level properties but lacking meaning and/or structure. We here present a novel version of a language 'localizer,' which should be suitable for diverse populations including children and/or clinical populations who may have difficulty with reading or cognitively demanding tasks. In particular, we contrast responses to auditorily presented excerpts from engaging interviews or stories, and acoustically degraded versions of these materials. This language localizer is appealing because it uses (a) naturalistic and engaging linguistic materials, (b) auditory presentation, (c) a passive listening task, and can be easily adapted to new stimulus materials enabling comparisons of language activation in children and speakers of diverse languages.

Processes Involved in Composing a Narration in a First and a Second Language.

ERIC Educational Resources Information Center

Bowie, David G.; Schallert, Diane L.

1988-01-01

In a study of the processes used to compose a story, 12 Portuguese/English bilingual adults created narrations for 2 published, wordless picture stories and, while viewing a videotape of their narration, recalled aloud the processes they used in constructing the stories. One study was narrated in Portuguese and the other in English. The narrations…

Channeling Identity: A Study of Storytelling in Conversations Between Introverted and Extraverted Friends

PubMed Central

Thorne, Avril; Korobov, Neill; Morgan, Elizabeth M.

2009-01-01

This narrative study examined the process of personal storytelling between college-age friends who were similarly introverted or extraverted. Participants were 19 introverted and 20 extraverted same-sex pairs (49 percent female) who had been friends for an average of 18 months. Stories emerged spontaneously during 10-minute catch-up conversations. Extraverted friends more often told stories that changed the topic, and more often co-constructed story plots. Introverted friends more often told stories that were embedded in a developing theme, and constructed story plots solo. With regard to content, extraverted friends told stories about romance more so than introverted friends, whose stories more often concerned family/hometown, and older events. The findings suggest that the traits of extraversion and introversion channel the identity-making process. PMID:19325709

Talking It through: Two French Immersion Learners' Response to Reformulation

ERIC Educational Resources Information Center

Swain, Merrill; Lapkin, Sharon

2002-01-01

This article documents the importance of collaborative dialogue as part of the process of second language learning. The stimulus for the dialogue we discuss in this article was a reformulation of a story written collaboratively in French by Nina and Dara, two adolescent French immersion students. A sociocultural theoretical perspective informs the…

Applying the Landscape Model to Comprehending Discourse from TV News Stories

ERIC Educational Resources Information Center

Lee, Mina; Roskos-Ewoldsen, Beverly; Roskos-Ewoldsen, David R.

2008-01-01

The Landscape Model of text comprehension was extended to the comprehension of audiovisual discourse from text and video TV news stories. Concepts from the story were coded for activation after each sequence, creating a matrix of activations that was reduced to a vector of the degree of total activation for each concept. In Study 1, the degree…

Earth Child: Games, Stories, Activities, Experiments & Ideas about Living Lightly on Planet Earth.

ERIC Educational Resources Information Center

Sheehan, Kathryn; Waidner, Mary

This book is a collection of activities, stories, ideas, and games designed to help adults and young children develop a shared awareness of their environment. The material is presented in eight chapters. Activities and stories are interwoven throughout each chapter to provide a holistic view of the topic covered. The end of each chapter contains…

Readiness for Solving Story Problems.

ERIC Educational Resources Information Center

Dunlap, William F.

1982-01-01

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

How to tell a patient's story? Influence of the case narrative design on the clinical reasoning process in virtual patients.

PubMed

Hege, Inga; Dietl, Anita; Kiesewetter, Jan; Schelling, Jörg; Kiesewetter, Isabel

2018-02-28

Virtual patients (VPs) are narrative-based educational activities to train clinical reasoning in a safe environment. Our aim was to explore the influence of the design of the narrative and level of difficulty on the clinical reasoning process, diagnostic accuracy and time-on-task. In a randomized controlled trial, we analyzed the clinical reasoning process of 46 medical students with six VPs in three different variations: (1) patients showing a friendly behavior, (2) patients showing a disruptive behavior and (3) a version without a patient story. For easy VPs, we did not see a significant difference in diagnostic accuracy. For difficult VPs, the diagnostic accuracy was significantly higher for participants who worked on the friendly VPs compared to the other two groups. Independent from VP difficulty, participants identified significantly more problems and tests for disruptive than for friendly VPs; time on task was comparable for these two groups. The extrinsic motivation of participants working on the VPs without a patient story was significantly lower than for the students working on the friendly VPs. Our results indicate that the measured VP difficulty has a higher influence on the clinical reasoning process and diagnostic accuracy than the variations in the narratives.

From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education

NASA Astrophysics Data System (ADS)

Kayumova, Shakhnoza; McGuire, Chad J.; Cardello, Suzanne

2018-04-01

In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad's concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad's framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad's theory of agential realism, we situate our argument in the "story" of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed "globally" and the deteriorating environmental and living conditions experienced "locally" as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children's developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations.

The Veils of Clio: Dimensions of a Behavioral Narratology

ERIC Educational Resources Information Center

Grant, Lyle K.

2007-01-01

This paper outlines a behavior-analysis approach to the field of narratology, the study of the narrative or story, with emphasis on nonfiction stories and the processes by which such stories distort the world they describe. Stories are described in terms of (a) a behavior-analysis adaptation of Todorov's (1977) analysis of the plots of stories in…

Acheii Bahane': Naaki Gone' Yiltsiligii II = Grandfather Stories: Volume II.

ERIC Educational Resources Information Center

Yellowhair, Marvin

At one time all Navaho stories were handed down from generation to generation by word of mouth. Some stories were recorded and then trnsalated into English. In the process of translation, the stories often times lost their meaning. To avoid this, the second volume of "Grandfather Stories," which were told by elders living in the vicinity…

Videos Designed to Watch but Audience Required Telling stories is a cliché for best practice in videos. Frontier Scientists, a NSF project titled Science in Alaska: using Multimedia to Support Science Education stressed story but faced audience limitations. FS describes project's story process, reach results, and hypothesizes better scenarios.

NASA Astrophysics Data System (ADS)

O'Connell, E. A.

2016-12-01

Telling stories is a cliché for best practice in science videos. It's upheld as a method to capture audience attention in many fields. Findings from neurobiology research show character-driven stories cause the release of the neurochemical oxytocin in the brain. Oxytocin motivates cooperation with others and enhances a sense of empathy, in particular the ability to experience others' emotions. Developing character tension- as in our video design showcasing scientists along with their work- holds the viewers' attention, promotes recall of story, and has the potential to clearly broadcast the feelings and behaviors of the scientists. The brain chemical change should help answer the questions: Why should a viewer care about this science? How does it improve the world, or our lives? Is just a story-driven video the solution to science outreach? Answer: Not in our multi-media world. Frontier Scientists (FS) discovered in its three year National Science Foundation project titled 'Science in Alaska: using Multimedia to Support Science Education': the storied video is only part of the effort. Although FS created from scratch and drove a multimedia national campaign throughout the project, major reach was not achieved. Despite FS' dedicated web site, YouTube channel, weekly blog, monthly press release, Facebook and G+ pages, Twitter activity, contact with scientists' institutions, and TV broadcast, monthly activity on the web site seemed to plateau at about 3000 visitors to the FS website per month. Several factors hampered the effort: Inadequate funding for social media limited the ability of FS to get the word to untapped markets: those whose interest might be sparked by ad campaigns but who do not actively explore unfamiliar agencies' science education content. However, when institutions took advantage of promoting their scientists through the FS videos we saw an uptick in video views and the participating scientists were often contacted for additional stories or were invited to participate in more visible videos (for example, a National Geographic show). Our suggestion for future science video use is to coordinate media with an institution, an already established news network, an entity with constant traffic flow like a museum, or to move into the academic world to supplement science curriculum with real world field science.

Preschoolers' Processing of False Beliefs within the Context of Picture Book Reading

ERIC Educational Resources Information Center

Riggio, Mary Mabel; Cassidy, Kimberly W.

2009-01-01

Research Findings: The current study examined preschoolers' processing of false belief situations presented in published picture books. Children were read one story with a plot that revolved around a single false belief occurrence and one story with multiple false belief occurrences. Children's narrative retellings of the stories were utilized as…

Keepers of the Earth. Native American Stories and Environmental Activities for Children [and] Keepers of the Earth--Teacher's Guide.

ERIC Educational Resources Information Center

Caduto, Michael J.; Bruchac, Joseph

When children are allowed to experience stories and activities that help them to care for, and take care of other people and the Earth, they develop a conservation ethic. A collection is presented of carefully chosen North American Indian stories and hands-on activities that promote understanding and appreciation of, empathy for, and responsible…

Does God Make it Real? Children's Belief in Religious Stories from the Judeo-Christian Tradition

PubMed Central

Vaden, Victoria Cox; Woolley, Jacqueline D.

2010-01-01

Four- to 6-year-old children heard religious or non-religious stories and were questioned about their belief in the reality status of the story characters and events. Children had low to moderate levels of belief in the story characters and events. Children in the religious story condition had higher levels of belief in the reality of the story characters and events than did children in the non-religious condition; this relationship strengthened with age. Children who used God as an explanation for the events showed higher levels of belief in the factuality of those events. Story familiarity and family religiosity also affected children's responses. We conclude that God's involvement in a story influences children's belief in the reality of the characters and events in that story. PMID:21466542

Scheherazade's Secret: The Power of Stories and the Desire to Learn

ERIC Educational Resources Information Center

Willis, Peter

2011-01-01

In this paper I use a story to introduce the idea of stories in adult educational practice. Telling stories seems to be as old as human culture. MacIntyre referred to humans as "story-telling animals" (1981: 201). The secret is the ways in which this storytelling capacity can be used in a holistic humanistic pedagogy. Education, the process of…

An extension of the extended parallel process model (EPPM) in television health news: the influence of health consciousness on individual message processing and acceptance.

PubMed

Hong, Hyehyun

2011-06-01

The purpose of this study is to examine the role of health consciousness in processing TV news that contains potential health threats and preventive recommendations. Based on the extended parallel process model (Witte, 1992), relationships among health consciousness, perceived severity, perceived susceptibility, perceived response efficacy, perceived self-efficacy, and message acceptance/rejection were hypothesized. Responses collected from 175 participants after viewing four TV health news stories were analyzed using the bootstrapping analysis (Preacher & Hayes, 2008). Results confirmed three mediators (i.e., perceived severity, response efficacy, self-efficacy) in the influence of health consciousness on message acceptance. A negative association found between health consciousness and perceived susceptibility is discussed in relation to characteristics of health conscious individuals and optimistic bias of health risks.

Mapping Anterior Temporal Lobe Language Areas with FMRI: A Multi-Center Normative Study

PubMed Central

Binder, Jeffrey R.; Gross, William L.; Allendorfer, Jane B.; Bonilha, Leonardo; Chapin, Jessica; Edwards, Jonathan C.; Grabowski, Thomas J.; Langfitt, John T.; Loring, David W.; Lowe, Mark J.; Koenig, Katherine; Morgan, Paul S.; Ojemann, Jeffrey G.; Rorden, Christopher; Szaflarski, Jerzy P.; Tivarus, Madalina E.; Weaver, Kurt E.

2010-01-01

Removal of the anterior temporal lobe (ATL) is an effective surgical treatment for intractable temporal lobe epilepsy but carries a risk of language and verbal memory deficits. Preoperative localization of functional zones in the ATL might help reduce these risks, yet fMRI protocols in current widespread use produce very little activation in this region. Based on recent evidence suggesting a role for the ATL in semantic integration, we designed an fMRI protocol comparing comprehension of brief narratives (Story task) with a semantically shallow control task involving serial arithmetic (Math task). The Story > Math contrast elicited strong activation throughout the ATL, lateral temporal lobe, and medial temporal lobe bilaterally in an initial cohort of 18 healthy participants. The task protocol was then implemented at 6 other imaging centers using identical methods. Data from a second cohort of participants scanned at these centers closely replicated the results from the initial cohort. The Story-Math protocol provides a reliable method for activation of surgical regions of interest in the ATL. The bilateral activation supports previous claims that conceptual processing involves both temporal lobes. Used in combination with language lateralization measures, reliable ATL activation maps may be useful for predicting cognitive outcome in ATL surgery, though the validity of this approach needs to be established in a prospective surgical series. PMID:20884358

Waiting for Brandon: How Readers Respond to Small Mysteries

PubMed Central

Gerrig, Richard J.; Love, Jessica; McKoon, Gail

2009-01-01

When readers experience narratives they often encounter small mysteries—questions that a text raises that are not immediately settled. In our experiments, participants read stories that introduced characters by proper names (e.g., “It’s just that Brandon hasn’t called in so long”). Resolved versions of the stories specified the functions those characters’ assumed in their narrative worlds with respect to the other characters (e.g., Brandon was identified as the speaker’s grandson); unresolved versions of the stories did not immediately provide that information. We predicted that characters whose functions were still unresolved would remain relatively accessible in the discourse representations. We tested that prediction in Experiments 1 and 2 by asking participants to indicate whether a name (e.g., Brandon) had appeared in the story. Participants responded most swiftly when the characters remained unresolved. In the latter experiments, we demonstrated that the presence of an unresolved character disrupted processing of information that followed that character’s introduction (Experiment 3) but not information that preceded that introduction (Experiment 4). These results support the general importance of providing a theoretical account of readers’ responses to narrative mysteries. PMID:20046984

Have I Heard This Before and Is It Worth Knowing? Variations in Political Information Processing.

ERIC Educational Resources Information Center

Graber, Doris A.

How people select and process current events and political information through the media is studied. Throughout 1976, 21 adults were tested for recall of selected news stories; also, participants recorded daily three news stories that had come to their attention. Results indicated that participants totally ignored 67 percent of newspaper stories.…

Active Participation in the Reading of Fourth and Sixth Grade Children.

ERIC Educational Resources Information Center

Fitzpatrick, Oney D., Jr.; Naus, Mary J.

To understand what kinds of mental processing take place during reading and how the child encodes information that is presented, a study investigated the comprehension of a story by asking the reader to take part actively in the decision-making of the protagonist. Subjects, 56 children from a fourth- and sixth-grade class at an elementary school…

Embellished String Prints. Cover Story.

ERIC Educational Resources Information Center

Smith, Mary Ruth

1999-01-01

Focuses on a printmaking activity in which students create embellished string prints using the relief process of string glued to chip board. Explains that string prints can easily be embellished with oil pastels. Provides a description of the procedure and a list of materials and methods. (CMK)

A pediatric digital storytelling system for third year medical students: The Virtual Pediatric Patients

PubMed Central

D'Alessandro, Donna M; Lewis, Tamra E; D'Alessandro, Michael P

2004-01-01

Background Computer-based patient simulations (CBPS) are common, effective, instructional methods for medical students, but have limitations. The goal of this project was to describe the development of a CBPS designed to overcome some of these limitations and to perform an online evaluation. Methods In 1996, patients and families experiencing a common pediatric problem were interviewed, photographed and a chart review completed. A digital storytelling template was developed: 1. patient's story, evaluation and clinical course, 2. problem-based approach to the evaluation, and 3. discussion of disease process. The media was digitized and placed onto the Internet. The digital stories and a 10-question online survey were pilot tested. Online survey responses were collected from 1999–2003. Overall use of the digital stories was measured by computer server logs and by the number of hyperlinks to the CBPS. Results Eight stories were created using this system. Over 4.5 years, 814,148 digital story pages were read by 362,351 users. Hyperlink citations from other websites to the CBPS were 108. Online survey respondents (N = 393) described the overall quality as excellent or very good (88.4%). The stores were clearly written (92%) at an appropriate level (91.4%). Respondents felt they could begin to evaluate a similar case presentation (95.4%), and would remember the case in the future (91%). Conclusions A new type of CBPS, the digital storytelling system, has been developed and evaluated which and appears to be successful in overcoming some of the limitations of earlier CBPS by featuring patient's stories in their own words, by focusing on problems rather than diseases, and by having stories that are quick for students to work through. PMID:15260883

A pediatric digital storytelling system for third year medical students: the virtual pediatric patients.

PubMed

D'Alessandro, Donna M; Lewis, Tamra E; D'Alessandro, Michael P

2004-07-19

Computer-based patient simulations (CBPS) are common, effective, instructional methods for medical students, but have limitations. The goal of this project was to describe the development of a CBPS designed to overcome some of these limitations and to perform an online evaluation. In 1996, patients and families experiencing a common pediatric problem were interviewed, photographed and a chart review completed. A digital storytelling template was developed: 1. patient's story, evaluation and clinical course, 2. problem-based approach to the evaluation, and 3. discussion of disease process. The media was digitized and placed onto the Internet. The digital stories and a 10-question online survey were pilot tested. Online survey responses were collected from 1999-2003. Overall use of the digital stories was measured by computer server logs and by the number of hyperlinks to the CBPS. Eight stories were created using this system. Over 4.5 years, 814,148 digital story pages were read by 362,351 users. Hyperlink citations from other websites to the CBPS were 108. Online survey respondents (N = 393) described the overall quality as excellent or very good (88.4%). The stores were clearly written (92%) at an appropriate level (91.4%). Respondents felt they could begin to evaluate a similar case presentation (95.4%), and would remember the case in the future (91%). A new type of CBPS, the digital storytelling system, has been developed and evaluated which and appears to be successful in overcoming some of the limitations of earlier CBPS by featuring patient's stories in their own words, by focusing on problems rather than diseases, and by having stories that are quick for students to work through.

Tell Me a Story: Using Short Fiction in Teaching Law and Bioethics.

ERIC Educational Resources Information Center

Davis, Dena S.

1997-01-01

Describes the use of a short, fictional story about a woman's surgery to illustrate issues and promote discussion about biomedical ethics, particularly the issue of informed consent. Discussion connects the personal story with specific litigation, comparing legal requirements and ethical responsibility in physician-patient communication. (MSE)

The Influence of Climate Change Efficacy Messages and Efficacy Beliefs on Intended Political Participation.

PubMed

Hart, P Sol; Feldman, Lauren

2016-01-01

Using an online survey experiment with a national sample, this study examined how changing the type and valence of efficacy information in news stories discussing global climate change may impact intended political participation through the mediators of perceived internal, external, and response efficacy. Overall, the results revealed that after a single exposure to a news story, stories including positive internal efficacy content increased perceived internal efficacy, while stories including negative external efficacy content lowered perceived external efficacy. There were limited impacts of other types of efficacy content on perceived efficacy. Perceived internal, external, and response efficacy all offered unique, positive associations with intentions to engage in climate change-related political participation. The results suggest that news stories including positive internal efficacy information in particular have the potential to increase public engagement around climate change. The implications for science communication are discussed.

The Influence of Climate Change Efficacy Messages and Efficacy Beliefs on Intended Political Participation

PubMed Central

Hart, P. Sol; Feldman, Lauren

2016-01-01

Using an online survey experiment with a national sample, this study examined how changing the type and valence of efficacy information in news stories discussing global climate change may impact intended political participation through the mediators of perceived internal, external, and response efficacy. Overall, the results revealed that after a single exposure to a news story, stories including positive internal efficacy content increased perceived internal efficacy, while stories including negative external efficacy content lowered perceived external efficacy. There were limited impacts of other types of efficacy content on perceived efficacy. Perceived internal, external, and response efficacy all offered unique, positive associations with intentions to engage in climate change-related political participation. The results suggest that news stories including positive internal efficacy information in particular have the potential to increase public engagement around climate change. The implications for science communication are discussed. PMID:27487117

Writing Stories in the Sciences

ERIC Educational Resources Information Center

Lee, Eunbae; Maerz, John C.

2015-01-01

Writing stories is advocated as an excellent means of learning the process of science; however, little is understood about students' experiences of engaging in story writing in postsecondary science courses. The study described in this article was designed to improve the practice of using stories in science by examining students' lived experience…

Popcorn Story Frames from a Multicultural Perspective.

ERIC Educational Resources Information Center

DiLella, Carol Ann

Popcorn story frames from a multicultural perspective are holistic outlines that in the reading/writing process facilitate comprehension for all cultures learning to read and write stories. Popcorn story frames are structured and modeled in a horizontal fashion just like popcorn pops in a horizontal fashion. The frames are designed for learners…

Social Studies in Motion: Learning with the Whole Person

ERIC Educational Resources Information Center

Schulte, Paige L.

2005-01-01

Total Physical Response (TPR), developed by James Asher, is defined as a teaching technique whereby a learner responds to language input with body motions. Performing a chant or the game "Robot" is an example of a TPR activity, where the teacher commands her robots to do some task in the classroom. Acting out stories and giving imperative commands…

Memorable Audiovisual Narratives Synchronize Sensory and Supramodal Neural Responses

PubMed Central

2016-01-01

Abstract Our brains integrate information across sensory modalities to generate perceptual experiences and form memories. However, it is difficult to determine the conditions under which multisensory stimulation will benefit or hinder the retrieval of everyday experiences. We hypothesized that the determining factor is the reliability of information processing during stimulus presentation, which can be measured through intersubject correlation of stimulus-evoked activity. We therefore presented biographical auditory narratives and visual animations to 72 human subjects visually, auditorily, or combined, while neural activity was recorded using electroencephalography. Memory for the narrated information, contained in the auditory stream, was tested 3 weeks later. While the visual stimulus alone led to no meaningful retrieval, this related stimulus improved memory when it was combined with the story, even when it was temporally incongruent with the audio. Further, individuals with better subsequent memory elicited neural responses during encoding that were more correlated with their peers. Surprisingly, portions of this predictive synchronized activity were present regardless of the sensory modality of the stimulus. These data suggest that the strength of sensory and supramodal activity is predictive of memory performance after 3 weeks, and that neural synchrony may explain the mnemonic benefit of the functionally uninformative visual context observed for these real-world stimuli. PMID:27844062

Thrilling News Revisited: The Role of Suspense for the Enjoyment of News Stories.

PubMed

Kaspar, Kai; Zimmermann, Daniel; Wilbers, Anne-Kathrin

2016-01-01

Previous research on news perception has been dominated by a cognitively oriented perspective on reception processes, whereas emotions have been widely neglected. Consequently, it has remained open which features of a news story might elicit affective responses and hence modulate news perception, shifting the focus to the emotional potential of the narrative. According to the affective-disposition theory, the experience of suspense is the striving force of immersion in fictional dramas. Thereby, a positive affective disposition toward the protagonist of a story and a high likelihood of a bad ending should increase suspense that, in turn, should positively influence reading appreciation and lingering interest in the story. We investigated whether suspense and its determinants also play such a key role in the context of news stories. Study 1 ( n = 263) successfully replicated results of an earlier study, whereas Studies 2 ( n = 255) and 3 ( n = 599) challenged the generalizability of some effects related to manipulated characteristics of a news story. In contrast, correlational relationships between perceived news characteristics and news evaluation were relatively stable. In particular, participants' liking of the protagonist and the perceived likelihood of a good ending were positively associated with suspense, reading appreciation, and lingering interest. This result indicates a preference for happy endings and contradicts the notion that likely negative outcomes are beneficial for suspense and the enjoyment of news stories, as postulated by the affective-disposition theory in the context of fictional dramas. Moreover, experienced suspense reliably mediated the correlations between, on the one hand, participants' liking of the protagonist and the perceived likelihood of a good ending and, on the other hand, reading appreciation and lingering interest. The news story's personal relevance was less influential than expected. Further, we observed a large absence of interaction effects, indicating that central characteristics of a news story can be independently varied to a large degree. In a nutshell, we may conclude that suspense significantly mediates the correlation between perceived news characteristics and the enjoyment of news stories, whereas manipulations of news characteristics do not necessarily influence the enjoyment of narratives as desired.

Thrilling News Revisited: The Role of Suspense for the Enjoyment of News Stories

PubMed Central

Kaspar, Kai; Zimmermann, Daniel; Wilbers, Anne-Kathrin

2016-01-01

Previous research on news perception has been dominated by a cognitively oriented perspective on reception processes, whereas emotions have been widely neglected. Consequently, it has remained open which features of a news story might elicit affective responses and hence modulate news perception, shifting the focus to the emotional potential of the narrative. According to the affective-disposition theory, the experience of suspense is the striving force of immersion in fictional dramas. Thereby, a positive affective disposition toward the protagonist of a story and a high likelihood of a bad ending should increase suspense that, in turn, should positively influence reading appreciation and lingering interest in the story. We investigated whether suspense and its determinants also play such a key role in the context of news stories. Study 1 (n = 263) successfully replicated results of an earlier study, whereas Studies 2 (n = 255) and 3 (n = 599) challenged the generalizability of some effects related to manipulated characteristics of a news story. In contrast, correlational relationships between perceived news characteristics and news evaluation were relatively stable. In particular, participants' liking of the protagonist and the perceived likelihood of a good ending were positively associated with suspense, reading appreciation, and lingering interest. This result indicates a preference for happy endings and contradicts the notion that likely negative outcomes are beneficial for suspense and the enjoyment of news stories, as postulated by the affective-disposition theory in the context of fictional dramas. Moreover, experienced suspense reliably mediated the correlations between, on the one hand, participants' liking of the protagonist and the perceived likelihood of a good ending and, on the other hand, reading appreciation and lingering interest. The news story's personal relevance was less influential than expected. Further, we observed a large absence of interaction effects, indicating that central characteristics of a news story can be independently varied to a large degree. In a nutshell, we may conclude that suspense significantly mediates the correlation between perceived news characteristics and the enjoyment of news stories, whereas manipulations of news characteristics do not necessarily influence the enjoyment of narratives as desired. PMID:28018260

The Pretend Play Episode: Location and Resemblance to Story.

ERIC Educational Resources Information Center

Roskos, K.

This paper describes a procedure used to locate pretend play episodes in streams of play activity of 4- and 5-year-olds. A story grammar was used to compare pretend play episode activity with story construction. Participants were five girls and three boys attending the same preschool. Pretend play schemes and episodes were defined in terms of…

Activating Archives in Women's Studies 101: New Stories about Old Feminism and the Future

ERIC Educational Resources Information Center

McDaneld, Jen

2017-01-01

The classroom is a sort of ground zero for feminist storytelling--it's there that we encounter the commonplace, surface stories students have absorbed about feminism, and it's there that we complicate, reiterate, or replace those stories through our syllabi and coursework. How can activating feminist archives in the classroom intervene in these…

Knowledge Activation versus Sentence Mapping When Representing Fictional Characters' Emotional States.

ERIC Educational Resources Information Center

Gernsbacher, Morton Ann; Robertson, Rachel R. W.

1992-01-01

In a study of knowledge activation and sentence mapping, subjects read stories that described concrete actions, and then the content of the stories was manipulated (i.e. stories were written that implied different emotional states). It is suggested that the more emotionally evoking situations one encounters the more memory traces are stored and…

The Makings of a Master Story: Maimonides' Idolatry Narrative as an Educational Paradigm

ERIC Educational Resources Information Center

Cohen, Jonathan

2006-01-01

The point of departure for this article is James Fowler's conception of the "master story." In "master stories," culture-heroes are portrayed as engaging in certain archetypal activities. These activities are then considered paradigmatic and life-orienting by future generations who adhere to that culture. In keeping with this line of thinking, we…

The Issues Framework: Situating Graduate Teaching Assistant-Student Interactions in Physics Problem Solving

NASA Astrophysics Data System (ADS)

Westlander, Meghan Joanne

Interactive engagement environments are critical to students' conceptual learning gains, and often the instructor is ultimately responsible for the creation of that environment in the classroom. When those instructors are graduate teaching assistants (GTAs), one of the primary ways in which they can promote interactive engagement is through their interactions with students. Much of the prior research on physics GTA-student interactions focuses on GTA training programs (e.g. Ezrailson (2004); Smith, Ward, and Rosenshein (1977)) or on GTAs' specific actions and beliefs (e.g. West, Paul, Webb, and Potter (2013); Goertzen (2010); Spike and Finkelstein (2012a)). Research on students' ideas and behaviors within and surrounding those interactions is limited but important to obtaining a more complete understanding of how GTAs promote an interactive environment. In order to begin understanding this area, I developed the Issues Framework to examine how GTA-student interactions are situated in students' processes during physics problem solving activities. Using grounded theory, the Issues Framework emerged from an analysis of the relationships between GTA-student interactions and the students procedures and expressions of physics content in and surrounding those interactions. This study is focused on introducing the Issues Framework and the insight it can provide into GTA-student interactions and students' processes. The framework is general in nature and has a visually friendly design making it a useful tool for consolidating complex data and quickly pattern-matching important pieces of a complex process. Four different categories of Issues emerged spanning the problem solving process: (1) Getting Started, (2) Solution Approach, (3) Unit Conversions, and (4) Other. The framework allowed for identification of the specific contents of the Issues in each category as well as revealing the common stories of students' processes and how the interactions were situated in those processes in each category. Through the stories, the Issues Framework revealed processes in which students often focused narrowly on procedures with the physics content expressed through their procedures and only sometimes through conceptual discussions. Interactions with the GTA affected changes in students' processes, typically leading students to correct their procedures. The interactions often focused narrowly on procedures as well but introduced conceptual discussions more often than students did surrounding the interactions. Comparing stories across GTAs instead of across categories revealed one GTA who, more often than other GTAs, used conceptual discussion and encouraged students' participation in the interactions. The Issues Framework still needs continued refinement and testing. However, it represents a significant step toward understanding GTA-student interactions from the perspective of students' processes in physics problem solving.

Character Interviews Help Bring Literature to Life.

ERIC Educational Resources Information Center

Swindall, Vickie; Cantrell, R. Jeffrey

1999-01-01

Describes "Character Interviews," a class activity that guides children, especially reluctant readers, to the meaning of a story through a thoughtful understanding of character as they consider a character's emotions and motives, to respond to a question as that character would. Describes the interview process. Offers sample interviews…

Public Journalism Challenges to Curriculum and Instruction.

ERIC Educational Resources Information Center

Haas, Tanni

2000-01-01

Considers some challenges of teaching public journalism. Discusses how journalism educators can help students prepare for a career in the service of public life by teaching them how to actively involve citizens in the journalistic processes of gathering information, writing stories, and evaluating performance. Offers teaching applications and…

Time Management

ERIC Educational Resources Information Center

Stoilov, Todor, Ed.

2012-01-01

The time management is worthy goal of many human activities. It concerns variety problems related to goals definition, assessment of available resources, control of management policies, scheduling of decisions. This book is an attempt to illustrate the decision making process in time management for different success stories, which can be used as…

Disciplinary baptisms: a comparison of the naming stories of genetics, molecular biology, genomics, and systems biology.

PubMed

Powell, Alexander; O'Malley, Maureen A; Müller-Wille, Staffan; Calvert, Jane; Dupré, John

2007-01-01

Understanding how scientific activities use naming stories to achieve disciplinary status is important not only for insight into the past, but for evaluating current claims that new disciplines are emerging. In order to gain a historical understanding of how new disciplines develop in relation to these baptismal narratives, we compare two recently formed disciplines, systems biology and genomics, with two earlier related life sciences, genetics and molecular biology. These four disciplines span the twentieth century, a period in which the processes of disciplinary demarcation fundamentally changed from those characteristic of the nineteenth century. We outline how the establishment of each discipline relies upon an interplay of factors that include paradigmatic achievements, technological innovation, and social formations. Our focus, however, is the baptism stories that give the new discipline a founding narrative and articulate core problems, general approaches and constitutive methods. The highly plastic process of achieving disciplinary identity is further marked by the openness of disciplinary definition, tension between technological possibilities and the ways in which scientific issues are conceived and approached, synthesis of reductive and integrative strategies, and complex social interactions. The importance--albeit highly variable--of naming stories in these four cases indicates the scope for future studies that focus on failed disciplines or competing names. Further attention to disciplinary histories could, we suggest, give us richer insight into scientific development.

Accounting for Men's Refusal of Heterosex: A Story-Completion Study with Young Adults.

PubMed

Beres, Melanie Ann; Terry, Gareth; Senn, Charlene Y; Ross, Lily Kay

2017-12-08

In the present study we bring together theory regarding the construction of heterosexuality and masculinities to understand the shifting and changing terrain of heterosexual sex (heterosex). We use inductive qualitative content analysis of story completion data to discover the different ways that heterosex is constructed by the male and female respondents in scenarios where women initiate sex and men, at first, refuse. The stories represented a spectrum of responses that reify and subvert dominant understandings of heterosex. Five major themes were generated from the current data (1) men should initiate sex, (2) he wants to take it slowly, (3) it is natural for men to want sex, (4) it is men's job to look after women, and (5) coercion. We discuss in detail the dominant narratives described by women and men and how they may be shifting. The study thus provides a rich, experience-based representation of heterosexual sexual activity and suggests subtle shifts in how masculinity is managed within heterosexual relationships.

Animals, Emperors, Senses: Exploring a Story-Based Learning Design in a Museum Setting

ERIC Educational Resources Information Center

Murmann, Mai; Avraamidou, Lucy

2014-01-01

The aim of this qualitative case study was to explore the use of stories as tools for learning within formal and informal learning environments. The design was based on three areas of interest: (a) the story as a tool for learning; (b) the student as subjects engaging with the story; and (c) the context in which the story learning activity takes…

[The diagnostic usability of selected narrativity indices in stories about close relationships in the assessment of personality organization].

PubMed

Soroko, Emilia

2015-01-01

The aim of this study was to test the usability of selected narrativity indices identified from autobiographical accounts of important relationships in an assessment of neurotic (NPO) and borderline personality organization (BPO). Narrativity indices, both particular and generalized, were used to predict personality organization levels. Indices were derived from two separate layers of analysis: 1) lexical indices were counted with computer assistance; 2) evocative/reception indices dealing with coherence of the story were assessed using the competent judges method. It was found that the lexical narrativity index-the active "I"-was a good predictor of both BPO and NPO, while the human factor was a good predictor of BPO when low. Moreover, a generalized index was used to describe how stories are saturated with the narrativity indices of intentionality, concreteness, and active "I", but simultaneously deprived of human factor, and was found to be the best predictor of BPO. Furthermore, where the coherence of the story and of its subdimension (integration) rise, the probability of BPO diagnosis decreases. This research provides support for the thesis that surface narrativity indices may predict deeper personality structure. Its results are justified in the light of Kernberg's theory, and have the potential to become a useful tool in clinical practice as a supplementary source of information in diagnostic and psychotherapeutic processes.

The Place of Story in Affective Development: Implications for Educators and Clinicians.

ERIC Educational Resources Information Center

Crago, Hugh

1985-01-01

Traditional literary criticism, reader-response research, and the techniques of systemic therapy are brought together to provide guidelines for teachers and counselors concerned with using stories to further the emotional development of children. A theory of reader-story interaction is proposed, and a case is made for individually composed…

Folk Stories and Social Identification in Multilingual Classrooms

ERIC Educational Resources Information Center

Creese, Angela; Wu, Chao-Jung; Blackledge, Adrian

2009-01-01

This paper considers the processes of using folk stories for the teaching of community languages in a UK complementary school. We look at the appropriation of folk stories by teachers to teach young people Mandarin while also considering their possibilities as heritage texts. We consider how the teacher and students use the folk story as…

The Narrative Process of Improving Vocational Classroom Practice

ERIC Educational Resources Information Center

Sharman, Kathleen Y.

2011-01-01

This research inquires into the use of stories by vocational teachers. These stories are of interest because they are a fundamental feature of both the subject content and the social structures of vocational classrooms. The trade experiences of vocational teachers are brought to the classroom through stories. These stories have a secondary effect…

Use of most significant change (MSC) technique to evaluate health promotion training of maternal community health workers in Cianjur district, Indonesia.

PubMed

Limato, Ralalicia; Ahmed, Rukhsana; Magdalena, Amelia; Nasir, Sudirman; Kotvojs, Fiona

2018-02-01

Maternal health promotion is a defined activity in the community integrated posts (Posyandu) in Indonesia. However, it is often neglected due to limited knowledge and skills of the community health workers (kader). We conducted health promotion training for the kader and village midwives in four villages in Cianjur district. This study describes the use of "most significant change" (MSC) technique to evaluate impact of health promotion to the beneficiaries and community at large. The MSC uses stories as raw data. Through interviews focused on perception of change, stories were collected from four pregnant women, eight kader and three village midwives. A Panel consisting of policy and programme managers and implementers read all the stories. The story by a pregnant woman who routinely attended Posyandu was selected as the story with most significant change. Her story highlighted changes in kader's knowledge and communication of health messages and attitude towards pregnant women. She expressed these changes impacted community awareness about health and to seek help from kader.The MSC technique enabled stakeholders to view raw data and evaluate the impact of health promotion from the beneficiary's perspective. At the same time, recipients of health promotion contributed to the decision process of evaluation through their stories. The different perspectives on the MSC reflected individual's objectives of the health promotion. The application of this technique is limited in maternal health promotion programme in Indonesia, and none have been published in peer reviewed journals. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Understanding Science: Frameworks for using stories to facilitate systems thinking

NASA Astrophysics Data System (ADS)

ElShafie, S. J.; Bean, J. R.

2017-12-01

Studies indicate that using a narrative structure for teaching and learning helps audiences to process and recall new information. Stories also help audiences retain specific information, such as character names or plot points, in the context of a broader narrative. Stories can therefore facilitate high-context systems learning in addition to low-context declarative learning. Here we incorporate a framework for science storytelling, which we use in communication workshops, with the Understanding Science framework developed by the UC Museum of Paleontology (UCMP) to explore the application of storytelling to systems thinking. We translate portions of the Understanding Science flowchart into narrative terms. Placed side by side, the two charts illustrate the parallels between the scientific process and the story development process. They offer a roadmap for developing stories about scientific studies and concepts. We also created a series of worksheets for use with the flowcharts. These new tools can generate stories from any perspective, including a scientist conducting a study; a character that plays a role in a larger system (e.g., foraminifera or a carbon atom); an entire system that interacts with other systems (e.g., the carbon cycle). We will discuss exemplar stories about climate change from each of these perspectives, which we are developing for workshops using content and storyboard models from the new UCMP website Understanding Global Change. This conceptual framework and toolkit will help instructors to develop stories about scientific concepts for use in a classroom setting. It will also help students to analyze stories presented in class, and to create their own stories about new concepts. This approach facilitates student metacognition of the learning process, and can also be used as a form of evaluation. We are testing this flowchart and its use in systems teaching with focus groups, in preparation for use in teacher professional development workshops.

The use of fantasy play in the treatment of a six-year-old adopted girl.

PubMed

Gould, Katharine

2009-01-01

The traditional psychoanalytic practice with children focuses on the observation and the interpretation of the child's play. In contrast, in my treatment of Sara, my focus was on playing with the child. Since initially she was unable to play, Ifirst taught her how to act out fantasies in play until, gradually, she became an active participant and, finally, the creator of her own stories. This method was effective because it reproduced the "to and fro" or "optimal responsiveness" between the mother and infant in the first three years of life when the infant/child experience is of being found by the mother. Like the infant/child, my patient's response to our playing was to recognize that her actions evoked meaning for her therapist. Empowered by this selfawareness, she began to participate in the dialogue of fantasy play and, as our stories expanded, she experienced the affirmation and fulfillment of a reciprocal relationship. While lost in play, she experienced being found. Her story demonstrates, poignantly, how a child comes to choose aggression and cruelty as a source of power. For Sara, nurturing and goodness engendered feelings of weakness and helplessness because they stirred up her envy of and intense longing for the good enough mothering that she had never known.

A glycoporphyrin story: from chemistry to PDT treatment of cancer mouse models.

PubMed

Lupu, M; Maillard, Ph; Mispelter, J; Poyer, F; Thomas, C D

2018-06-01

Photodynamic therapy (PDT) represents a non-toxic and non-mutagenic antitumor therapy. The photosensitizer's (PS) chemo-physical properties are essential for the therapy, being responsible for the biological effects induced in the targeted tissues. In this study, we present the synthesis and development of some glycoconjugated porphyrins based on lectin-type receptor interaction. They were tested in vitro for finally choosing the most effective chemical structure for an optimum antitumor outcome. The most effective photosensitizer is substituted by three diethylene glycol α-d-mannosyl groups. In vivo studies allow firstly the determination of some characteristics of the biological processes triggered by the initial photochemical activation. Secondly, they make it possible to improve the therapeutic protocol in the function of the structural architecture of the targeted tumor tissue.

Evaluation of fault-normal/fault-parallel directions rotated ground motions for response history analysis of an instrumented six-story building

USGS Publications Warehouse

Kalkan, Erol; Kwong, Neal S.

2012-01-01

According to regulatory building codes in United States (for example, 2010 California Building Code), at least two horizontal ground-motion components are required for three-dimensional (3D) response history analysis (RHA) of buildings. For sites within 5 km of an active fault, these records should be rotated to fault-normal/fault-parallel (FN/FP) directions, and two RHA analyses should be performed separately (when FN and then FP are aligned with the transverse direction of the structural axes). It is assumed that this approach will lead to two sets of responses that envelope the range of possible responses over all nonredundant rotation angles. This assumption is examined here using a 3D computer model of a six-story reinforced-concrete instrumented building subjected to an ensemble of bidirectional near-fault ground motions. Peak responses of engineering demand parameters (EDPs) were obtained for rotation angles ranging from 0° through 180° for evaluating the FN/FP directions. It is demonstrated that rotating ground motions to FN/FP directions (1) does not always lead to the maximum responses over all angles, (2) does not always envelope the range of possible responses, and (3) does not provide maximum responses for all EDPs simultaneously even if it provides a maximum response for a specific EDP.

The language of feelings: A reading and storytelling group in an adolescent unit.

PubMed

Killick, Steve; Bowkett, Steve

2015-10-01

This article describes a "Reading and Storytelling Group" that ran at an adolescent inpatient unit and outlines how fictional stories, both read and told, can develop psychological insights such as mentalization and emotional literacy. The structure of the group is described, and some of the activities and responses of the young people are illustrated. How activities such as this can have therapeutic benefits without being ostensibly "therapy" are discussed. © The Author(s) 2014.

An assessment of obese and non obese girls' metabolic rate during television viewing, reading, and resting.

PubMed

Cooper, Theodore V; Klesges, Lisa M; Debon, Margaret; Klesges, Robert C; Shelton, Mary Lee

2006-05-01

While childhood obesity has been linked to television (TV) viewing, specific mechanisms are not well understood. Obesity related to TV viewing might plausibly be related to decreased physical activity, increased food intake, reductions in metabolic rate, or combinations of these. The current investigation sought to ascertain the metabolic effects of quiet rest, listening to a story, watching a passive TV program, and watching an active TV show. Counter-balanced conditions were presented to 90 pre-pubertal girls ranging in body mass index from underweight to obese. In addition, effects between resting energy expenditure (REE) and race, body mass index, skinfold measures, physical activity, pubertal stage and average hours spent viewing TV were explored. Results indicated no significant differences in metabolic rate between weight groups nor between activity conditions (story listening and TV viewing) and rest conditions. A significant dose-response relationship was found in which REE decreased as average weekly hours of TV viewing increased, after adjusting for body mass index and puberty stage. Additionally, later stages of pubertal development compared to earlier stages were related to higher levels of REE. Results of this study suggest that metabolic rate alone cannot account for the consistently observed relationship between television viewing and obesity. Future studies should focus on energy intake, physical inactivity, or combinations of these with metabolic rate in seeking specific mechanisms responsible for television viewing related to obesity.

Narrative Communication as a Strategy to Improve Diet and Activity in Low-Income Families: The Use of Role Model Stories

ERIC Educational Resources Information Center

Ranjit, Nalini; Menendez, Tiffni; Creamer, MeLisa; Hussaini, Aliya; Potratz, Christa R.; Hoelscher, Deanna M.

2015-01-01

Background: Narrative communication is gaining attention in the health education literature. In this article, we evaluate the acceptability and psychosocial impact of a book of role model stories presenting low-income women's success stories in changing diet and physical activity. Methods: Free copies of the "Be Well" book were…

Birds of a Feather Bully Together: Group Processes and Children's Responses to Bullying

ERIC Educational Resources Information Center

Jones, Sian E.; Manstead, Antony S. R.; Livingstone, Andrew

2009-01-01

Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither…

BOLD Response to Motion Verbs in Left Posterior Middle Temporal Gyrus during Story Comprehension

ERIC Educational Resources Information Center

Wallentin, Mikkel; Nielsen, Andreas Hojlund; Vuust, Peter; Dohn, Anders; Roepstorff, Andreas; Lund, Torben Ellegaard

2011-01-01

A primary focus within neuroimaging research on language comprehension is on the distribution of semantic knowledge in the brain. Studies have shown that the left posterior middle temporal gyrus (LPMT), a region just anterior to area MT/V5, is important for the processing of complex action knowledge. It has also been found that motion verbs cause…

Brenna's Story: A Critical Reflection and Analysis of One Mother's Experience of Navigating the Medical System with a Child with Intellectual Disabilities

ERIC Educational Resources Information Center

Bye, Amanda; Aston, Megan

2016-01-01

Children with intellectual disabilities spend more time in the health-care system than mainstream children. Parents have to learn how to navigate the system by coordinating appointments, understanding the referral process, knowing what services are available, and advocating for those services. This places an incredible amount of responsibility on…

Cancer-Diagnosed Individuals' Use of Television and the Internet as a Source for Peer Stories and Associated Emotional Responses.

PubMed

Nelissen, Sara; Van den Bulck, Jan; Beullens, Kathleen

2018-02-01

When people are confronted with a potentially life-threatening disease such as cancer, they are likely to feel an urgent need for information about the disease and support from peers. Studies have shown that the mass media contain a lot of experiential information (i.e., peer stories) about cancer, either from real individuals or from fictional characters. To date, most studies have focused on using the Internet for peer support. This study aimed to extend this line of research by investigating (1) whether cancer-diagnosed individuals use both television and the Internet to access peer stories, (2) whether exposure to these stories results in different emotional outcomes, and (3) whether this differs depending on gender. A cross-sectional survey among 621 cancer-diagnosed individuals in Flanders (Belgium) showed that both television and the Internet were used as a source for following peer stories. Respondents indicated feeling fearful and concerned when following peer stories on entertainment television, but following peer stories on online forums was associated with feeling supported. These different emotional responses could be the result of the differences between these two content categories (i.e., fictional versus non-fictional peer stories). Future research should further examine these relationships by investigating the role of mass media content and how different psychological coping styles and personality traits moderate these associations.

Response Requirement and Nature of Interpolated Stories in Retroactive Inhibition in Prose.

ERIC Educational Resources Information Center

Van Mondfrans, Adrian P.; And Others

Retroactive inhibition, a loss of memory due to learning other materials between recall and exposure to the original materials, was investigated in relation to prose. Two variables were manipulated in the study: similarity of interpolated stories (dissimilar or similar), and the response requirements (completion-recall or multiple-choice). The 190…

Total Physical Response Storytelling: A Communicative Approach to Language Learning.

ERIC Educational Resources Information Center

Marsh, Valeri

1998-01-01

Describes total physical response storytelling, which provides the critical vehicle--storytelling--for utilizing and expanding vocabulary. High-interest stories contextualize the vocabulary, enabling students to hear and see a story and then to act out, revise, and rewrite. A brief outline of the sequence of steps for using TPR storytelling in…

Medical Maximizing-Minimizing Preferences Predict Responses to Information about Prostate-Specific Antigen Screening.

PubMed

Scherer, Laura D; Kullgren, Jeffrey T; Caverly, Tanner; Scherer, Aaron M; Shaffer, Victoria A; Fagerlin, Angela; Zikmund-Fisher, Brian J

2018-06-01

The recently developed Medical Maximizer-Minimizer Scale (MMS) assesses individual differences in preferences for active v. passive medical treatment. We hypothesized that men's maximizing-minimizing preferences might have relevance in the case of prostate-specific antigen (PSA) screening, since there is considerable variability in men's preference for being screened even among men who are informed that harm is more likely than benefit. The current research examined whether MMS preferences predict how men respond to didactic information and narrative stories about PSA screening. US men 40+ years old ( N = 1208) participated in an online survey. Men viewed information about PSA screening in 3 phases and provided their preference for screening after each phase. Phase 1 described what PSA screening is. Phase 2 added didactic information about screening risks and benefits. Phase 3 added narrative stories; men were randomized to receive stories about 1) physical harm, 2) emotional harm, 3) overdiagnosis, or 4) all 3 stories. Participants also completed the validated MMS. After receiving basic information, 76.8% of men wanted PSA screening. After receiving information about risks and benefits, 54.8% wanted screening (a significant reduction, P < 0.001). Men who changed their preferences were significantly more likely to be minimizers than maximizers; most men with maximizing tendencies wanted screening after both the didactic information and narratives, whereas most men with minimizing tendencies did not want the test after receiving information. Men who prefer a more minimizing approach to medicine are more responsive to evidence supporting limiting or forgoing screening than men who prefer a maximizing approach.

The Butterfly Effect: The Impact of Citizenship Education

ERIC Educational Resources Information Center

Ponder, Jennifer; Lewis-Ferrell, Genell

2009-01-01

This article tells the story of a classroom teacher's journey with her elementary students as they attempt to understand and define citizenship. The narrative highlights the process of using an emergent curriculum, creating a democratic classroom, and facilitating an active citizenship project led by students. The authors provide steps to help…

A treatment comparison study of a photo activity schedule and Social Stories for teaching social skills to children with Autism Spectrum Disorder: brief report.

PubMed

Daneshvar, Sabrina D; Charlop, Marjorie H; Berry Malmberg, Debra

2018-05-21

To compare the efficacy of two procedures, a photo activity schedule intervention and Social Stories, to teach social skills to four children diagnosed with Autism Spectrum Disorder (ASD). An adapted alternating treatments design with an additional multiple baseline control was used, and two social skills were targeted for each of the four participants, one under each intervention condition. Results indicated that all four participants learned the target social behaviours with the photo activity schedule intervention, but did not learn target social behaviours with Social Stories. Findings support the use of a photo activity intervention for teaching social skillsto children with ASD; we discuss the implications of inconsistent findings of effectiveness of Social Stories.

Story Innovation: An Instructional Strategy for Developing Vocabulary and Fluency

ERIC Educational Resources Information Center

Griffith, Priscilla L.; Ruan, Jiening

2007-01-01

Story innovation is a form of scaffold writing in which the sentence and text patterns remain intact but the content is altered through the substitution of vocabulary to change the setting, characters, or action in a story. Story innovation is presented as a way to develop vocabulary knowledge through deep processing and to provide fluency…

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... MS together. It is filled with stories, interviews, games, and activities on a variety of topics related ... engaging, and interactive publication filled with stories, interviews, games, and activities on a variety of topics related ...

Comparison and Development of Story Recall by Second and Fifth Graders.

ERIC Educational Resources Information Center

Kaplan, Barbara J.; McNeil, William J.

While being videotaped, ten second graders and ten fifth graders retold the story of "Beauty and the Beast" which was read twice to them during the preceding week. Responses were evaluated for content and accuracy. Results showed that younger children more accurately recalled the story and more frequently mentioned its resolution. Older children…

Real-time comprehension of wh- movement in aphasia: Evidence from eyetracking while listening

PubMed Central

Dickey, Michael Walsh; Choy, JungWon Janet; Thompson, Cynthia K.

2007-01-01

Sentences with non-canonical wh- movement are often difficult for individuals with agrammatic Broca's aphasia to understand (Caramazza & Zurif, 1976, inter alia). However, the explanation of this difficulty remains controversial, and little is known about how individuals with aphasia try to understand such sentences in real time. This study uses an eyetracking while listening paradigm (Tanenhaus, et al., 1995) to examine agrammatic aphasic individuals' on-line comprehension of movement sentences. Participants' eye-movements were monitored while they listened to brief stories. These stories were followed by comprehension probes involving wh- movement, and looked at visual displays depicting elements mentioned in the story. In line with previous results for young normal listeners (Sussman & Sedivy, 2003), the study finds that both older unimpaired control participants (n=8) and aphasic individuals (n=12) showed visual evidence of successful automatic comprehension of wh- questions (like “Who did the boy kiss that day at school?”). Specifically, both groups fixated on a picture corresponding to the moved element (“who,” the person kissed in the story) at the position of the verb. Interestingly, aphasic participants showed qualitatively different fixation patterns for trials eliciting correct and incorrect responses. Aphasic individuals looked to first the moved-element picture and then to a competitor following the verb in the incorrect trials, indicating initially correct automatic processing. However, they only showed looks to the moved-element picture for the correct trials, parallel to control participants. Furthermore, aphasic individuals' fixations during movement sentences were just as fast as control participants' fixations. These results are unexpected under slowed-processing accounts of aphasic comprehension deficits, in which the source of failed comprehension should be delayed application of the same processing routines used in successful comprehension. This pattern is also unexpected if aphasic individuals are using qualitatively different strategies to comprehend such sentences, as under impaired-representation accounts of agrammatism (Grodzinsky, 1990, 2000; Mauner, Fromkin & Cornell, 1993). Instead, it suggests that agrammatic aphasic individuals may process wh- questions similarly to unimpaired individuals, but that this process often fails. However, even in cases of failed comprehension, aphasic individuals showed visual evidence of successful automatic processing. PMID:16844211

Real-time comprehension of wh- movement in aphasia: evidence from eyetracking while listening.

PubMed

Dickey, Michael Walsh; Choy, JungWon Janet; Thompson, Cynthia K

2007-01-01

Sentences with non-canonical wh- movement are often difficult for individuals with agrammatic Broca's aphasia to understand (, inter alia). However, the explanation of this difficulty remains controversial, and little is known about how individuals with aphasia try to understand such sentences in real time. This study uses an eyetracking while listening paradigm to examine agrammatic aphasic individuals' on-line comprehension of movement sentences. Participants' eye-movements were monitored while they listened to brief stories and looked at visual displays depicting elements mentioned in the stories. The stories were followed by comprehension probes involving wh- movement. In line with previous results for young normal listeners [Sussman, R. S., & Sedivy, J. C. (2003). The time-course of processing syntactic dependencies: evidence from eye movements. Language and Cognitive Processes, 18, 143-161], the study finds that both older unimpaired control participants (n=8) and aphasic individuals (n=12) showed visual evidence of successful automatic comprehension of wh- questions (like "Who did the boy kiss that day at school?"). Specifically, both groups fixated on a picture corresponding to the moved element ("who," the person kissed in the story) at the position of the verb. Interestingly, aphasic participants showed qualitatively different fixation patterns for trials eliciting correct and incorrect responses. Aphasic individuals looked first to the moved-element picture and then to a competitor following the verb in the incorrect trials. However, they only showed looks to the moved-element picture for the correct trials, parallel to control participants. Furthermore, aphasic individuals' fixations during movement sentences were just as fast as control participants' fixations. These results are unexpected under slowed-processing accounts of aphasic comprehension deficits, in which the source of failed comprehension should be delayed application of the same processing routines used in successful comprehension. This pattern is also unexpected if aphasic individuals are using qualitatively different strategies than normals to comprehend such sentences, as under impaired-representation accounts of agrammatism. Instead, it suggests that agrammatic aphasic individuals may process wh- questions similarly to unimpaired individuals, but that this process often fails to facilitate off-line comprehension of sentences with wh- movement.

Story Processing Ability in Cognitively Healthy Younger and Older Adults

PubMed Central

Wright, Heather Harris; Capilouto, Gilson J.; Srinivasan, Cidambi; Fergadiotis, Gerasimos

2012-01-01

Purpose The purpose of the study was to examine the relationships among measures of comprehension and production for stories depicted in wordless pictures books and measures of memory and attention for 2 age groups. Method Sixty cognitively healthy adults participated. They consisted of two groups—young adults (20–29 years of age) and older adults (70–89 years of age). Participants completed cognitive measures and several discourse tasks; these included telling stories depicted in wordless picture books and answering multiple-choice comprehension questions pertaining to the story. Results The 2 groups did not differ significantly for proportion of story propositions conveyed; however, the younger group performed significantly better on the comprehension measure as compared with the older group. Only the older group demonstrated a statistically significant relationship between the story measures. Performance on the production and comprehension measures significantly correlated with performance on the cognitive measures for the older group but not for the younger group. Conclusions The relationship between adults’ comprehension of stimuli used to elicit narrative production samples and their narrative productions differed across the life span, suggesting that discourse processing performance changes in healthy aging. Finally, the study’s findings suggest that memory and attention contribute to older adults’ story processing performance. PMID:21106701

The Veils of Clio: Dimensions of a Behavioral Narratology

PubMed Central

Grant, Lyle K

2007-01-01

This paper outlines a behavior-analysis approach to the field of narratology, the study of the narrative or story, with emphasis on nonfiction stories and the processes by which such stories distort the world they describe. Stories are described in terms of (a) a behavior-analysis adaptation of Todorov's (1977) analysis of the plots of stories in terms of states of equilibrium/disequilibrium and (b) Grant's (2005) analysis of the structure of stories in terms of establishing operations and escape contingencies. These two sets of concepts are applied to understanding how and why stories lead to distortions of the events they report. PMID:22477381

Listen, Imagine, and Create.

ERIC Educational Resources Information Center

Baumgartel, Marguerite; Lamb, Louise

1979-01-01

Presented is a very short story about a visit to an unknown, imaginary planet. The story is designed to provoke creative artistic responses from elementary level children in an art education class. (KC)

Empathic control through coordinated interaction of amygdala, theory of mind and extended pain matrix brain regions.

PubMed

Bruneau, Emile G; Jacoby, Nir; Saxe, Rebecca

2015-07-01

Brain regions in the "pain matrix", can be activated by observing or reading about others in physical pain. In previous research, we found that reading stories about others' emotional suffering, by contrast, recruits a different group of brain regions mostly associated with thinking about others' minds. In the current study, we examined the neural circuits responsible for deliberately regulating empathic responses to others' pain and suffering. In Study 1, a sample of college-aged participants (n=18) read stories about physically painful and emotionally distressing events during functional magnetic resonance imaging (fMRI), while either actively empathizing with the main character or trying to remain objective. In Study 2, the same experiment was performed with professional social workers, who are chronically exposed to human suffering (n=21). Across both studies activity in the amygdala was associated with empathic regulation towards others' emotional pain, but not their physical pain. In addition, psychophysiological interaction (PPI) analysis and Granger causal modeling (GCM) showed that amygdala activity while reading about others' emotional pain was preceded by and positively coupled with activity in the theory of mind brain regions, and followed by and negatively coupled with activity in regions associated with physical pain and bodily sensations. Previous work has shown that the amygdala is critically involved in the deliberate control of self-focused distress - the current results extend the central importance of amygdala activity to the control of other-focused empathy, but only when considering others' emotional pain. Copyright © 2015 Elsevier Inc. All rights reserved.

Sex-Role Preferences as a Function of Sex of Storyteller and Story Content.

ERIC Educational Resources Information Center

Lutes-Dunckley, Candida J.

1978-01-01

Out of 300 preschoolers, the children hearing a story in which traditional sex roles were reversed made more nontraditional choices among 15 pairs of traditional male/female activities than the children in either the traditional story or the no-story conditions. Differences between groups were greatest when members of the opposite sex conducted…

The High-­Performing Preschool: Story Acting in Head Start Classrooms

ERIC Educational Resources Information Center

McNamee, Gillian Dowley

2015-01-01

"The High-Performing Preschool" takes readers into the lives of three- and four-year-old Head Start students during their first year of school and focuses on the centerpiece of their school day: story acting. In this activity, students act out stories from high-quality children's literature as well as stories dictated by their peers.…

The Effects of an Integrated Reading Comprehension Strategy: A Culturally Responsive Teaching Approach for Fifth-Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

Rocking and Rolling: Supporting Infants, Toddlers, and Their Families. Stories--Their Powerful Role in Early Language and Literacy

ERIC Educational Resources Information Center

Im, Janice; Parlakian, Rebecca; Osborn, Carol

2007-01-01

Storytelling is perhaps the most powerful way that human beings organize experience. The practice is timeless and universal. Stories help everyone understand the world and make sense of their lives. Like adults, children use stories to process and reflect on their experiences. Recognizing and responding to the stories that infants and toddlers…

The Tree Theme Method in psychosocial occupational therapy: a case study.

PubMed

Gunnarsson, A Birgitta; Jansson, Jan-Ake; Eklund, Mona

2006-12-01

This study aimed to describe the Tree Theme Method (TTM) as a method for intervention in psychosocial occupational therapy. The TTM is based on theories concerning creative activities and occupational storytelling and story making. In order to exemplify the method a case study of a treatment process with follow up was undertaken. The participant was a female client suffering from anxiety and depression. During an interview the client painted symbolic trees on five different occasions with specific variations of the tree theme: a tree symbolizing her present life, her childhood, adolescence, adulthood, and, finally, a tree representing her future. The trees were used as starting points for the client to tell her life story. The intention was that she would find new strategies for how to change her daily life. Three years later there was a follow up stage where the client painted new trees and told her story. Some life themes were identified. The TTM appears suitable for intervention in psychosocial occupational therapy. In future studies the TTM should be subjected to evaluation research based on several clients in order to develop a deeper understanding of the process and what kind of results changes in the TTM intervention may provide.

The voice of the child in parental divorce: implications for clinical practice and mental health practitioners.

PubMed

Brand, Carrie; Howcroft, Greg; Hoelson, Christopher Norman

2017-09-01

Research on parental divorce suggests that the nature of the divorce process, as experienced by the child, is the most important factor in his or her post-divorce adjustment. Research regarding children's experiences of the divorce process has been limited and the adult perspective has dominated the discourse on divorce; only recently has research started to consider children's viewpoint. This article describes a narrative inquiry into the experiences and perceptions of parental divorce, of 9- to 10-year-old children. Its aim is to use children's stories of parental divorce to inform the practice of professionals working with such children. The research adopted a narrative paradigm. Unstructured interviews were conducted with five children whose parents were divorced. Data were analysed thematically. Seven themes were identified. The first theme explored children's endeavours to describe and explain parental divorce. An additional six themes were developed around the types of stories children told of the divorce process. The seven themes were: (i) What is a divorcement; (ii) Stories of loss; (iii) Stories of gain; (iv) Stories of change; (v) Stories of stability; (vi) Healing stories; and (vii) Complicating stories. On the basis of the narratives elicited from children on parental divorce, this article proposes several guidelines for professionals such as psychologists, registered counsellors, social workers, and teachers as well as parents in their possible interventions with children. Some guidelines may also be of use to family and maintenance courts, and the government departments of health and education.

Inferencing Processes After Right Hemisphere Brain Damage: Effects of Contextual Bias

PubMed Central

Blake, Margaret Lehman

2009-01-01

Purpose Comprehension deficits associated with right hemisphere brain damage (RHD) have been attributed to an inability to use context, but there is little direct evidence to support the claim. This study evaluated the effect of varying contextual bias on predictive inferencing by adults with RHD. Method Fourteen adults with no brain damage (NBD) and 14 with RHD read stories constructed with either high predictability or low predictability of a specific outcome. Reading time for a sentence that disconfirmed the target outcome was measured and compared with a control story context. Results Adults with RHD evidenced activation of predictive inferences only for highly predictive conditions, whereas NBD adults generated inferences in both high- and low-predictability stories. Adults with RHD were more likely than those with NBD to require additional time to integrate inferences in high-predictability conditions. The latter finding was related to working memory for the RHD group. Results are interpreted in light of previous findings obtained using the same stimuli. Conclusions RHD does not abolish the ability to use context. Evidence of predictive inferencing is influenced by task and strength of inference activation. Treatment considerations and cautions regarding interpreting results from one methodology are discussed. PMID:19252126

Exploring the motivational brain: effects of implicit power motivation on brain activation in response to facial expressions of emotion.

PubMed

Schultheiss, Oliver C; Wirth, Michelle M; Waugh, Christian E; Stanton, Steven J; Meier, Elizabeth A; Reuter-Lorenz, Patricia

2008-12-01

This study tested the hypothesis that implicit power motivation (nPower), in interaction with power incentives, influences activation of brain systems mediating motivation. Twelve individuals low (lowest quartile) and 12 individuals high (highest quartile) in nPower, as assessed per content coding of picture stories, were selected from a larger initial participant pool and participated in a functional magnetic resonance imaging study during which they viewed high-dominance (angry faces), low-dominance (surprised faces) and control stimuli (neutral faces, gray squares) under oddball-task conditions. Consistent with hypotheses, high-power participants showed stronger activation in response to emotional faces in brain structures involved in emotion and motivation (insula, dorsal striatum, orbitofrontal cortex) than low-power participants.

Defense.gov Special Report: Travels with Mullen - December 2010

Science.gov Websites

Department of Defense Submit Search December 2010 Top Stories Chairman Seeks to Restore Military Relationship two countries' stalled military-to-military relationship. Story Mullen Calls Cooperation Best Response

The effects of in-service education to promote emergent literacy in child care centers: a feasibility study.

PubMed

Girolametto, Luigi; Weitzman, Elaine; Lefebvre, Pascal; Greenberg, Janice

2007-01-01

The purpose of this study was to determine the feasibility of a 2-day in-service education program for (a) promoting the use of two emergent literacy strategies by early childhood educators and (b) increasing children's responses to these strategies. Sixteen early childhood educators were randomly assigned to an experimental and a control group. The experimental in-service program sought to increase educators' use of abstract utterances and print references. Educators were videotaped with small groups of preschoolers during storybook reading and a post-story craft activity. Pretest and posttest videotapes were coded to yield rates of abstract language, verbal print references, and children's responses. In comparison to the control group, educators in the experimental program used more abstract utterances that elicited talk about emotions and children's past experiences during storybook reading. They also used significantly more print references during a post-story craft activity. In addition, children in the experimental group responded more often with appropriate responses to abstract utterances and print references in comparison to children in the control group. A 2-day in-service education program resulted in short-term behavioral changes in educators' use of abstract language and print references. Suggestions for improving instruction include providing opportunities for classroom practice with feedback, modeling the use of strategies in classroom routines, and long-term mentoring of educators to promote retention of gains.

Group Groping: A Process for Learning.

ERIC Educational Resources Information Center

Optner, Ruth L.

1970-01-01

"Group groping," a classroom activity in which discussion units of five to seven students search into a text (play, essay, poem or short story) to illuminate a problem posed by the teacher, is a way of making discussions both teacher-directed and student-centered. After a class has read a work, the teacher provides background information to…

Effects of Age, Acoustic Challenge, and Verbal Working Memory on Recall of Narrative Speech.

PubMed

Ward, Caitlin M; Rogers, Chad S; Van Engen, Kristin J; Peelle, Jonathan E

2016-01-01

A common goal during speech comprehension is to remember what we have heard. Encoding speech into long-term memory frequently requires processes such as verbal working memory that may also be involved in processing degraded speech. Here the authors tested whether young and older adult listeners' memory for short stories was worse when the stories were acoustically degraded, or whether the additional contextual support provided by a narrative would protect against these effects. The authors tested 30 young adults (aged 18-28 years) and 30 older adults (aged 65-79 years) with good self-reported hearing. Participants heard short stories that were presented as normal (unprocessed) speech or acoustically degraded using a noise vocoding algorithm with 24 or 16 channels. The degraded stories were still fully intelligible. Following each story, participants were asked to repeat the story in as much detail as possible. Recall was scored using a modified idea unit scoring approach, which included separately scoring hierarchical levels of narrative detail. Memory for acoustically degraded stories was significantly worse than for normal stories at some levels of narrative detail. Older adults' memory for the stories was significantly worse overall, but there was no interaction between age and acoustic clarity or level of narrative detail. Verbal working memory (assessed by reading span) significantly correlated with recall accuracy for both young and older adults, whereas hearing ability (better ear pure tone average) did not. The present findings are consistent with a framework in which the additional cognitive demands caused by a degraded acoustic signal use resources that would otherwise be available for memory encoding for both young and older adults. Verbal working memory is a likely candidate for supporting both of these processes.

Children's Written Responses to Multicultural Texts: A Look at Aesthetic Involvement and the Focuses of Aesthetically Complex Responses.

ERIC Educational Resources Information Center

Altieri, Jennifer L.

1996-01-01

Determines if students' aesthetic involvement would be influenced by the ethnicity of the student or the culture portrayed in short stories. Finds that the level of aesthetic involvement was not significantly influenced by the ethnicity of the student or culture portrayed in the story. Supports the integration of multicultural literature into the…

"Koladeras", Literacy Educators of the Cape Verdean Diaspora: A Cape Verdean African Centered Call and Response Methodology

ERIC Educational Resources Information Center

Barros, Jessica M.

2012-01-01

"Koladeras" are women who use call and response in impromptu songs that may contain proverbs, stories about the community, their life experiences, and who and what they see in their world from their own perspective. Via qualitative methods of (auto)ethnography, personal and life story narratives, and interviews, I look at how…

Thinking identity differently: dynamics of identity in self and institutional boundary

NASA Astrophysics Data System (ADS)

Albrecht, Nancy J.; Fortney, Brian S.

2011-03-01

In research oriented universities, research and teaching are often viewed as separate. Aydeniz and Hodge present one professor's struggles to synthesize an identity from three different spaces, each with competing values and core beliefs. As Mr. G's story unfolds, and he reflects upon his negotiation between teaching and research responsibilities, we seek to expand the discussion by presenting a caution to identity researchers. The caution pertains to construction of understanding on how identities are created, and the role that individual stories take in how identities are created and enacted. In this forum contribution, we present several questions in the hopes of furthering the discussion on identity research, and our understanding of the conceptualization of institutional boundaries and objectivity, as well as questions on participant involvement in the process of research.

Clinical Holistic Medicine: The Case Story of Anna. II. Patient Diary as a Tool in Treatment

PubMed Central

Ventegodt, Sören; Clausen, Birgitte; Merrick, Joav

2006-01-01

In spite of extreme childhood sexual and violent abuse, a 22-year-old young woman, Anna, healed during holistic existential therapy. New and highly confrontational therapeutic tools were developed and used to help this patient (like acceptance through touch and acupressure through the vagina). Her vulva and introitus were scarred from repeated brutal rape, as was the interior of her mouth. During therapy, these scars were gently contacted and the negative emotional contents released. The healing was in accordance with the advanced holistic medical toolbox that uses (1) love, (2) trust, (3) holding, and (4) helping the patient to process and integrate old traumas.The case story clearly revealed the philosophical adjustments that Anna made during treatment in response to the severe childhood abuse. These adjustments are demonstrated by her diary, where sentences contain both the feelings and thoughts of the painful present (the gestalt) at the time of the abuse, thus containing the essence of the traumas, making the repression of the painful emotions possible through the change in the patients philosophical perspective. Anna's case gives a unique insight into the process of traumatization (pathogenesis) and the process of healing (salutogenesis). At the end of the healing, Anna reconnected her existence to the outer world in a deep existential, suicidal crisis and faced her choice of life or death. She decided to live and, in this process, assumed existential responsibility, which made her able to step out of her mental disease. The advanced holistic toolbox seems to help patients heal even from the worst childhood abuse. In spite of the depth of the existential crisis, holistic existential therapy seems to support existential responsibility well and thus safe for the patients. PMID:17370000

NASA/MSFC/NSSTC Science Communication Roundtable

NASA Technical Reports Server (NTRS)

Adams, M. L.; Gallagher, D. L.; Koczor, R.; Six, N. Frank (Technical Monitor)

2002-01-01

The Science Directorate at Marshall Space Flight Center (MSFC) conducts a diverse program of Internet-based science communication through a Science Roundtable process. The Roundtable includes active researchers, writers, NASA public relations staff, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news to inform, involve, and inspire students and the public about science. We describe here the process of producing stories, results from research to understand the science communication process, and we highlight each member of our Web family.

Storybridging: Four steps for constructing effective health narratives

PubMed Central

Boeijinga, Anniek; Hoeken, Hans; Sanders, José

2017-01-01

Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as well as principles enshrined in the Health Action Process Approach. Results: The ‘storybridging’ method for constructing health narratives is described as consisting of four concrete steps: (a) identifying the stage of change, (b) identifying the key elements, (c) building the story, and (d) pre-testing the story. These steps are illustrated by means of a case study in which an effective narrative health intervention was developed for Dutch truck drivers: a high-risk, underprivileged occupational group. Conclusion: Although time and labour intensive, the Storybridging approach suggests integrating the target audience as an important stakeholder throughout the development process. Implications and recommendations are provided for health promotion targeting truck drivers specifically and for constructing narrative health interventions in general. PMID:29276232

Lie as narrative truth in abused adopted adolescents.

PubMed

Wilkinson, S; Hough, G

1996-01-01

Two case examples of abused adopted adolescents are discussed to highlight tension within the treatment relationship when the therapist is expected to accept without question a clearly unbelievable story. These examples illustrate how the lies of such youths can function as narrative truth. The unbelievable tales that emerge in the therapeutic work effectively alter the adolescents' perceptions about the perplexing loss of continuity, both internal and external, that occurred when they were removed from their homes. Characters in the stories represent fragmented self- and object-representations as victim, abuser, rescuer, and passive onlooker. Counterparts to the patient as victim, abuser, rescuer, and passive onlooker can be recognized in the therapist's subjective responses. If the therapist can use countertransference to inform an understanding of the treatment process, an appreciation emerges that the truth of the lie is in its impact. Decisions about how to intervene can then be crafted. The second separation-individuation intrinsic to adolescent development is understood to provide a ripe opportunity for this working-through process.

Reading Ella: using literary patients to enhance nursing students' reflective thinking in the classroom.

PubMed

Pohlman, Shawn

2013-11-23

This action research study was designed to explore, in-depth, how 70 senior nursing students experienced an assignment that involved reading and reflecting on a short story, Ella, and the educator's experience during the process. Four sources of data were collected: student reflections, field notes, a classroom process recording by an expert educator/observer, and a focus group interview. Four themes emerged: (1) student reflections revealed their inner, often hidden landscapes; (2) Ella prompted clarification of the past and/or triggered future projective thinking; (3) Ella clarified difficult-to-teach concepts; and (4) the interface between students' thoughts and teacher responses provided a platform of connectivity. I propose that reading well-written stories may enhance students' clinical reasoning skills and ethical comportment within the confines of a classroom. In addition, when students are introduced to literary patients like Ella, they can dwell with the characters at a more peaceful pace which, in itself, may encourage reflectivity.

An Emerging Ethic of Responsibility: A Case Study for Engaging the Public

NASA Astrophysics Data System (ADS)

Mandia, S. A.; Abraham, J. A.

2010-12-01

Recent trends in the public’s understanding of climate change have diverged from the broad, and well-documented consensus held by scientists. While the level of consensus regarding climate change among scientists is very high, the public remains deeply divided. Furthermore, a large percentage of the general public perceives that a serious debate exists within the science community on the basic theory of anthropogenic climate change. This disconnect between the scientific community and the general public should motivate scientists to take a more active role in public outreach. Recent stories in the media have increased the public’s resistance to climate change. Included here are Climategate, mistakes in the IPCC regarding Himalayan glacial melt, and other reports (inaccurately reported) about IPCC errors related to the sensitivity of the Amazon rainforest to a changing climate. Along with these stories, there has been a well-documented increase in activism by “skeptical scientists” and by “skeptical non-scientists” to engage the public with a goal of promoting the perception of a serious debate within the science community. Also during the past few years, a number of scientists who have taken an active role in educating the general public have come under political, scientific, and personal pressure. The resistance exerted on scientists who become public educators has caused many scientists to avoid outreach efforts. Here, the authors present a case study for a successful effort to engage the public on the issue of climate change. We utilized a number of media methods to cause a significant impact on the public discussion of global warming. In addition, the effort has begun to affect legislative processes within the United States and abroad. The authors present this case study to provide a roadmap to colleagues who wish to participate in public outreach.

Does God make it real? Children's belief in religious stories from the Judeo-Christian tradition.

PubMed

Vaden, Victoria Cox; Woolley, Jacqueline D

2011-01-01

Four- to 6-year-old children (N = 131) heard religious or nonreligious stories and were questioned about their belief in the reality of the story characters and events. Children had low to moderate levels of belief in the characters and events. Children in the religious story condition had higher levels of belief in the reality of the characters and events than did children in the nonreligious condition; this relation strengthened with age. Children who used God as an explanation for the events showed higher levels of belief in the factuality of those events. Story familiarity and family religiosity also affected children's responses. The authors conclude that God's involvement in a story influences children's belief in the reality of the characters and events in that story. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Sadness, socialisation and shifted perceptions: school pupils' stories of a pre-nursing scholarship.

PubMed

Beattie, Michelle; Smith, Annetta; Kyle, Richard G

2014-06-01

Providing opportunities for aspirant nurses to obtain pre-nursing experience features prominently in the UK Government's response to The Francis Inquiry. Evidence from the USA suggests that pre-nursing experiences, such as summer camps, have the potential to contribute to effective nurse recruitment, selection and retention strategies. However, few similar pre-nursing experiences exist in the UK, and none have been evaluated. This paper reports the experiences of participation in a pilot pre-nursing scholarship among secondary school pupils in Scotland. To explore pupils' experiences of a pre-nursing scholarship to inform future design and delivery of similar programmes in the UK and internationally. Qualitative focus group study. Two university campuses in Scotland. Twenty-two secondary school students (all female, aged 15-18 years). Two focus groups were facilitated through the use of 'anecdote circles' to elicit pupils' stories of their scholarship experience. Anecdote circles allowed each pupil to share their story in turn and then collectively assemble, figuratively and physically through interlocking written cards, shared stories of the scholarship. Discussions were audio recorded and transcribed verbatim. Data were analysed thematically. Three stories emerged: 1) sadness; 2) socialisation; and, 3) shifted perceptions. Sad stories were transformative affirming the pupils' desire to become a nurse. Stories of socialisation revealed how demonstrating practical skills affirmed the pupils' ability and suitability to nurse. Perceptions of the life and work of a (student) nurse, their future career, and the lives of older adults, shifted through the scholarship, especially during practice learning experience. Storytelling revealed how a pre-nursing scholarship helped secondary school pupils to decide whether to pursue a nursing career by providing an opportunity to explore their ability, suitability and desire for nursing. The practice learning experience emerged as an important element of this decision-making process and should be integrated into similar pre-nursing experiences. Copyright © 2014 Elsevier Ltd. All rights reserved.

Why Heroes? Introducing Cinderella.

ERIC Educational Resources Information Center

Normand, Regan

1997-01-01

Describes how the author used many versions of the Cinderella story as a springboard for a variety of activities in her sixth-grade class, including discussion of fairy tale elements, aspects of story structure, summarizing, and problem-solving activities. (SR)

Integration Processes Compared: Cortical Differences for Consistency Evaluation and Passive Comprehension in Local and Global Coherence.

PubMed

Egidi, Giovanna; Caramazza, Alfonso

2016-10-01

This research studies the neural systems underlying two integration processes that take place during natural discourse comprehension: consistency evaluation and passive comprehension. Evaluation was operationalized with a consistency judgment task and passive comprehension with a passive listening task. Using fMRI, the experiment examined the integration of incoming sentences with more recent, local context and with more distal, global context in these two tasks. The stimuli were stories in which we manipulated the consistency of the endings with the local context and the relevance of the global context for the integration of the endings. A whole-brain analysis revealed several differences between the two tasks. Two networks previously associated with semantic processing and attention orienting showed more activation during the judgment than the passive listening task. A network previously associated with episodic memory retrieval and construction of mental scenes showed greater activity when global context was relevant, but only during the judgment task. This suggests that evaluation, more than passive listening, triggers the reinstantiation of global context and the construction of a rich mental model for the story. Finally, a network previously linked to fluent updating of a knowledge base showed greater activity for locally consistent endings than inconsistent ones, but only during passive listening, suggesting a mode of comprehension that relies on a local scope approach to language processing. Taken together, these results show that consistency evaluation and passive comprehension weigh differently on distal and local information and are implemented, in part, by different brain networks.

Brownfields and Land Revitalization Programmatic Information

EPA Pesticide Factsheets

This asset contains resources provided by EPA's Brownfields and Land Revitalization program that can be used for the assessment, cleanup, and redevelopment of brownfields sites and land revitalization activities. To help implement the program, EPA provides information on the Brownfields law, success stories from Brownfields grantees, technical information and resources to aid in the assessment and cleanup of brownfields properties, partnerships to promote the cleanup and reuse of Brownfields, and initiatives that explore sector-based solutions, enhance environmental quality, spur economic development, and revitalize communities. This asset includes fact sheets, success stories, training, policy, and guidance documents. Regulatory authority for the collection and use of this information is found in the Small Business Liability Relief and Brownfields Revitalization Act of 2002 (the Brownfields Law), which amended the Comprehensive Environmental Response, Compensation and Liability Act (CERCLA) of 1980.

Think Texas! Suggested Activities to Help Celebrate Our Sesquicentennial.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

A packet of teaching activities helps elementary and secondary teachers commemorate the sesquicentennial of Texas' independence. Activities include listening to stories about the mockingbird, bluebonnet, and pecan tree, drawing interpretations of these stories, and using a graphics tablet, light pen, or graphics software to illustrate a Texas folk…

The Influence of Cognitive Training on Older Adults’ Recall for Short Stories

PubMed Central

Sisco, S. M.; Marsiske, M; Gross, A. L.; Rebok, G. W.

2013-01-01

Objectives This paper investigated how a multi-component memory intervention affected memory for prose. We compared verbatim and paraphrased recall for short stories immediately and 1-, 2-, 3- and 5-years post-intervention in the ACTIVE (Advanced Cognitive Training for Independent and Vital Elderly) sample. Methods We studied 1,912 ACTIVE participants aged 65–91. Participants were randomized into one of three training arms (Memory, Reasoning, Speed of Processing) or a no-contact Control group; about half of the trained participants received additional booster training 1 and 3 years post-intervention. Results Memory-trained participants showed higher verbatim recall than non-memory-trained participants. Booster memory training led to higher verbatim recall. Memory training effects were evident immediately following training and not after one year following training. Discussion Results suggest that multi-factorial memory training can improve verbatim recall for prose, but the effect does not last without continued intervention. PMID:24385636

The influence of cognitive training on older adults' recall for short stories.

PubMed

Sisco, Shannon M; Marsiske, Michael; Gross, Alden L; Rebok, George W

2013-12-01

This article investigated how a multicomponent memory intervention affected memory for prose. We compared verbatim and paraphrased recall for short stories immediately and 1, 2, 3, and 5 years post-intervention in the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) sample. We studied 1,912 ACTIVE participants aged 65 to 91. Participants were randomized into one of three training arms (Memory, Reasoning, Speed of Processing) or a no-contact Control group; about half of the trained participants received additional booster training 1 and 3 years post-intervention. Memory-trained participants showed higher verbatim recall than non-memory-trained participants. Booster-memory training led to higher verbatim recall. Memory training effects were evident immediately following training and not after 1 year following training. Results suggest that multifactorial memory training can improve verbatim recall for prose, but the effect does not last without continued intervention.

Prior Knowledge and Story Processing: Integration, Selection, and Variation. Technical Report No. 138.

ERIC Educational Resources Information Center

Spiro, Rand J.

Psychological research concerning several aspects of the relationship between existing knowledge schemata and the processing of text is summarized in this report. The first section is concerned with dynamic processes of story understanding, with emphasis on the integration of information. The role of prior knowledge in accommodating parts of…

Sophie's story: writing missing journeys.

PubMed

Parr, Hester; Stevenson, Olivia

2014-10-01

'Sophie's story' is a creative rendition of an interview narrative gathered in a research project on missing people. The paper explains why Sophie's story was written and details the wider intention to provide new narrative resources for police officer training, families of missing people and returned missing people. We contextualize this cultural intervention with an argument about the transformative potential of writing trauma stories. It is suggested that trauma stories produce difficult and unknown affects, but ones that may provide new ways of talking about unspeakable events. Sophie's story is thus presented as a hopeful cultural geography in process, and one that seeks to help rewrite existing social scripts about missing people.

Eight Stars of Gold--The Story of Alaska's Flag. Primary Grade Activities.

ERIC Educational Resources Information Center

Alaska State Museum, Juneau.

This activities booklet focuses on the story of Alaska's flag. The booklet is intended for teachers to use with primary-grade children. Each activity in the booklet contains background information, a summary and time estimate, Alaska state standards, a step-by-step technique for implementing the activity, assessment tips, materials and resource…

Eight Stars of Gold--The Story of Alaska's Flag. Intermediate Activities (Grades 3-5).

ERIC Educational Resources Information Center

Alaska State Museum, Juneau.

This activities booklet focuses on the story of Alaska's flag. The booklet is intended for teachers to use with students in the intermediate grades. Each activity in the booklet contains: background information, a summary and time estimate, state standards, a step-by-step technique for implementation of the activity, assessment tips, materials and…

Eight Stars of Gold--The Story of Alaska's Flag. Middle School Activities (Grades 6-8).

ERIC Educational Resources Information Center

Alaska State Museum, Juneau.

This activities booklet focuses on the story of Alaska's state flag. The booklet is for use in teaching middle school students. Each activity contains: background information, a summary and time estimate, Alaska state standards, a step-by-step technique for classroom implementation of the activity, assessment tips, materials and resources needed,…

Eight Stars of Gold--The Story of Alaska's Flag. High School Activities (Grades 9-12).

ERIC Educational Resources Information Center

Alaska State Museum, Juneau.

This activities booklet focuses on the story of Alaska's flag. The booklet is intended for use in teaching high school students. Each activity contains: background information; a summary and time estimate, Alaska state standards, a step-by-step technique for classroom implementation of the activity, assessment tips, materials and resources needed,…

Frequency of Risk-Related News Media Messages in 2016 Coverage of Zika Virus.

PubMed

Sell, Tara Kirk; Watson, Crystal; Meyer, Diane; Kronk, Marissa; Ravi, Sanjana; Pechta, Laura E; Lubell, Keri M; Rose, Dale A

2018-01-03

News media plays a large role in the information the public receives during an infectious disease outbreak, and may influence public knowledge and perceptions of risk. This study analyzed and described the content of U.S. news media coverage of Zika virus and Zika response during 2016. A random selection of 800 Zika-related news stories from 25 print and television news sources was analyzed. The study examined 24 different messages that appeared in news media articles and characterized them using theories of risk perception as messages with characteristics that could increase perception of risk (risk-elevating messages; n = 14), messages that could decrease perception of risk (risk-minimizing messages; n = 8), or messages about travel or testing guidance (n = 2). Overall, 96% of news stories in the study sample contained at least one or more risk-elevating message(s) and 61% contained risk-minimizing message(s). The frequency of many messages changed after local transmission was confirmed in Florida, and differed between sources in locations with or without local transmission in 2016. Forty percent of news stories included messages about negative potential outcomes of Zika virus infection without mentioning ways to reduce risk. Findings from this study may help inform current federal, state, and local Zika responses by offering a detailed analysis of how news media are covering the outbreak and response activities as well as identifying specific messages appearing more or less frequently than intended. Findings identifying the types of messages that require greater emphasis may also assist public health communicators in responding more effectively to future outbreaks. © 2017 Society for Risk Analysis.

Iterative Authoring Using Story Generation Feedback: Debugging or Co-creation?

NASA Astrophysics Data System (ADS)

Swartjes, Ivo; Theune, Mariët

We explore the role that story generation feedback may play within the creative process of interactive story authoring. While such feedback is often used as 'debugging' information, we explore here a 'co-creation' view, in which the outcome of the story generator influences authorial intent. We illustrate an iterative authoring approach in which each iteration consists of idea generation, implementation and simulation. We find that the tension between authorial intent and the partially uncontrollable story generation outcome may be relieved by taking such a co-creation approach.

No longer his and hers, but ours: examining sexual arousal in response to erotic stories designed for both sexes.

PubMed

Scott, Christina L; Cortez, Angelberto

2011-01-01

Research on sexual arousal and erotica has focused primarily on men and women's responses to erotic films and stories designed for a sex-specific audience. To reduce the confounds of relying on separate materials when evaluating sex differences in arousal, the present study designed suggestive and explicit erotic stories that were rated as being equally appealing to men and women. Participants were 212 undergraduate students who completed self-report measures of sexual self-esteem, sexual desire, and pre- and posttest measures of arousal. As hypothesized, women in the suggestive and explicit conditions reported a significant increase in sexual arousal; however, only men who read the explicit story demonstrated significant elevations in arousal. The creation of "equally appealing" erotic stories has challenged the existing research paradigm and has initiated the investigation of sexual arousal from a set of common materials designed for both sexes. The benefits of creating a series of equally appealing erotic materials extends beyond empirical research and may ultimately facilitate greater openness and communication between heterosexual couples.

Measuring relative-story displacement and local inclination angle using multiple position-sensitive detectors.

PubMed

Matsuya, Iwao; Katamura, Ryuta; Sato, Maya; Iba, Miroku; Kondo, Hideaki; Kanekawa, Kiyoshi; Takahashi, Motoichi; Hatada, Tomohiko; Nitta, Yoshihiro; Tanii, Takashi; Shoji, Shuichi; Nishitani, Akira; Ohdomari, Iwao

2010-01-01

We propose a novel sensor system for monitoring the structural health of a building. The system optically measures the relative-story displacement during earthquakes for detecting any deformations of building elements. The sensor unit is composed of three position sensitive detectors (PSDs) and lenses capable of measuring the relative-story displacement precisely, even if the PSD unit was inclined in response to the seismic vibration. For verification, laboratory tests were carried out using an Xθ-stage and a shaking table. The static experiment verified that the sensor could measure the local inclination angle as well as the lateral displacement. The dynamic experiment revealed that the accuracy of the sensor was 150 μm in the relative-displacement measurement and 100 μrad in the inclination angle measurement. These results indicate that the proposed sensor system has sufficient accuracy for the measurement of relative-story displacement in response to the seismic vibration.

The dynamics of narrative writing in primary grade children: writing process factors predict story quality.

PubMed

von Koss Torkildsen, Janne; Morken, Frøydis; Helland, Wenche A; Helland, Turid

In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local online revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. Two process factors, transcription fluency and online revision activity, contributed to explaining variance in narrative macrostructural quality and story length. As for cognitive predictors, spelling was the only factor that gave a unique contribution to explaining variance in writing process factors. Better spelling was associated with more revisions and faster transcription. The results show that developing writers' ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills. More generally, the findings indicate that investigations of the dynamics of the writing process may provide insights into the factors that contribute to creative writing during early stages of literacy.

An Analysis of the Relationship of Illustration and Text in Picture-Story Books as Indicated by the Oral Responses of Young Children.

ERIC Educational Resources Information Center

Curtis, William J.

Tape-recordings of five first-grade boys retelling three picture-story books were analyzed to determine the effects of illustration and text in cueing children's oral responses to literature and to explore research methodologies in the area of children's literature. "Where the Wild Things Are,""Whistle for Willie," and "Randy's Dandy Lions" were…

A dynamic Thurstonian item response theory of motive expression in the picture story exercise: solving the internal consistency paradox of the PSE.

PubMed

Lang, Jonas W B

2014-07-01

The measurement of implicit or unconscious motives using the picture story exercise (PSE) has long been a target of debate in the psychological literature. Most debates have centered on the apparent paradox that PSE measures of implicit motives typically show low internal consistency reliability on common indices like Cronbach's alpha but nevertheless predict behavioral outcomes. I describe a dynamic Thurstonian item response theory (IRT) model that builds on dynamic system theories of motivation, theorizing on the PSE response process, and recent advancements in Thurstonian IRT modeling of choice data. To assess the models' capability to explain the internal consistency paradox, I first fitted the model to archival data (Gurin, Veroff, & Feld, 1957) and then simulated data based on bias-corrected model estimates from the real data. Simulation results revealed that the average squared correlation reliability for the motives in the Thurstonian IRT model was .74 and that Cronbach's alpha values were similar to the real data (<.35). These findings suggest that PSE motive measures have long been reliable and increase the scientific value of extant evidence from motivational research using PSE motive measures. (c) 2014 APA, all rights reserved.

Brains striving for coherence: Long-term cumulative plot formation in the default mode network.

PubMed

Tylén, K; Christensen, P; Roepstorff, A; Lund, T; Østergaard, S; Donald, M

2015-11-01

Many everyday activities, such as engaging in conversation or listening to a story, require us to sustain attention over a prolonged period of time while integrating and synthesizing complex episodic content into a coherent mental model. Humans are remarkably capable of navigating and keeping track of all the parallel social activities of everyday life even when confronted with interruptions or changes in the environment. However, the underlying cognitive and neurocognitive mechanisms of such long-term integration and profiling of information remain a challenge to neuroscience. While brain activity is generally traceable within the short time frame of working memory (milliseconds to seconds), these integrative processes last for minutes, hours or even days. Here we report two experiments on story comprehension. Experiment I establishes a cognitive dissociation between our comprehension of plot and incidental facts in narratives: when episodic material allows for long-term integration in a coherent plot, we recall fewer factual details. However, when plot formation is challenged, we pay more attention to incidental facts. Experiment II investigates the neural underpinnings of plot formation. Results suggest a central role for the brain's default mode network related to comprehension of coherent narratives while incoherent episodes rather activate the frontoparietal control network. Moreover, an analysis of cortical activity as a function of the cumulative integration of narrative material into a coherent story reveals to linear modulations of right hemisphere posterior temporal and parietal regions. Together these findings point to key neural mechanisms involved in the fundamental human capacity for cumulative plot formation. Copyright © 2015 Elsevier Inc. All rights reserved.

Webcam Stories

ERIC Educational Resources Information Center

Clidas, Jeanne

2011-01-01

Stories, steeped in science content and full of specific information, can be brought into schools and homes through the power of live video streaming. Video streaming refers to the process of viewing video over the internet. These videos may be live (webcam feeds) or recorded. These stories are engaging and inspiring. They offer opportunities to…

Dancing a Story: Myth and Movement for Children.

ERIC Educational Resources Information Center

Swaim, Salome

1997-01-01

Outlines a method of storytelling and movement whereby the teacher tells a story and the children rework and dance the story. Describes supporting scholarly and philosophical concepts; classic myths of many cultures are noted as most appropriate for this process. Suggests that this method enhances cognitive function, stimulates imagination,…

Stories of Innovation: Roles, Perspectives, and Players

ERIC Educational Resources Information Center

Martens, Jon

2014-01-01

Purpose: This study aims to examine the roles of stories in the innovation process. Design/methodology/approach: An integrative literature review was used to identify and analyze studies that examined stories of innovation in various organizational settings. The conceptual framework of the review was based on three perspectives of organizational…

The Creative Process, Memoir, and Redemption

ERIC Educational Resources Information Center

Karn, Lawrence; Hattori, Takahiko

2018-01-01

Stories live to be told to others, Dan McAdams (2008) writes: "Life stories therefore are continually made and remade in social relationships and in the overall social context provided by culture. As psychosocial constructions, life stories reflect the values, norms, and power differentials inherent in societies, wherein they have their…

Literacy in Our Time: Urban Realities and the Process of Composition

ERIC Educational Resources Information Center

Totten, Charles F.

1976-01-01

Notes that the changes mentioned produce a confrontation of story, personality, and blank page. Students must fill the page with information about the story, but not before they have gained the confidence that comes with knowing the story well and verifying its worth experientially. (Author/AM)

The Complete Texts of the Stories Used in the Folktale-Project. Folktale: A Cross-Cultural, Interdisciplinary Study of the Experience of Literature. Paper 6.

ERIC Educational Resources Information Center

Dollerup, Cay, Ed.

This paper, the sixth of seven, part of an interdisciplinary project on the context of reading and reading research that explores similarities and dissimilarities in the response to literature in readers from different cultures, presents the complete texts of the three stories used in the project. The stories are the Danish "Per Smed's…

Preferred Modes of Literary Response: The Characteristics of High School Juniors in Relation to the Consistency of Their Reaction to Three Dissimilar Short Stories.

ERIC Educational Resources Information Center

Cooper, Charles Raymond

This study sought to discover whether high school juniors might have a relatively consistent preferred way of responding to short stories, even when the stories are dissimilar. "Way of responding" included engagement (the reader's report of his involvement with the text), interpretation (the reader's report of the relation of the text to the world…

Intersection of opposing pedagogical frameworks: Native Hawaiian ancestral stories and scientific inquiry in a high school science class

NASA Astrophysics Data System (ADS)

Kanahele-Mossman, Huihui

Inquiry is defined as "an examination into facts and principles." In science education science inquiry is a process through which important discoveries are made by students through scientific methodology. The most important step in this process is forming the right question. The questions formed by students are usually the wrong questions which deem the remainder of the inquiry process impotent. This research will look at the pedagogy of ancestral stories for a solution. For the researcher, ancestral stories were a source of wonderment and learning not only from the lessons the stories revealed but mainly from the questions that still remained after the stories were told. Questions such as "why does the eel only swim near that part?", or "why does the story only talk about the uhu?" are examples of questions that remained after experiencing an ancestral narrative. The research questions were composed for the purpose of finding compatibility between the two pedagogies. The first research question which reads "how can Native Hawaiian ancestral stories encourage an increased level of student driven interactions at all levels of feedback from Native Hawaiian students in science classroom" focuses the research on the level of student feedback that initiate questions. Question two which reads "how can teachers of Native Hawaiian students facilitate the construction of science inquiry projects from ancestral stories" addresses the skill of the teacher and imbeds the concept of pedagogical knowledge into the literature. The last research question "how do analysis and discussion of the stories connect Native Hawaiian students to their ancestral intelligence" examines the role of identity and identity to ancestral intelligence. The method intended for this research was Grounded theory which allows the researcher to develop principles, concepts and theories based on the data presented. Another method utilized in this research is an undocumented but culturally imbedded method identified as the Native Hawaiian Research method for lack of a better title. The result of the data analysis was the development of the intersection of story and science that occurs when the story line is stripped away to reveal an interconnection of natural phenomena.

Hunting Stories.

ERIC Educational Resources Information Center

Johnson, Frank

Eleven stories describe traditional practices and true adventures of the Tlingit hunters of Southeast Alaska. The stories are accompanied by learning activities and discussion questions for students and are arranged under the headings of bear, mountain goat and deer, and seal and sea lion. Topics include hunting weapons and strategies, bravery,…

Weaving in the Story of Science

ERIC Educational Resources Information Center

Kirchhoff, Allison

2008-01-01

Stories weave common elements of the nature of science between topics and activities, regardless of whether it's short historical narratives about scientists or current event articles that are read. Stories also can help students realize the important contributions of persons of color, women, and other traditionally underrepresented groups. In…

The Story of the Calvin Cycle: Bringing Carbon Fixation to Life

ERIC Educational Resources Information Center

Firooznia, Fardad

2007-01-01

A fun, simple, musical role-playing exercise that allows students to actively step through and visualize the biochemical steps of the Calvin cycle. This musical can easily be completed in about 15 minutes with more than enough time during a 50-minute class period to review the steps and clarify the process further.

Using Barbie Stories to Develop an Understanding of Polysemy and Encoding/Decoding

ERIC Educational Resources Information Center

Zaslow, Emilie

2012-01-01

Since the 1970s, communication studies scholars who teach media analysis have incorporated key concepts of critical/cultural studies into their syllabi. Of central importance has been the theory that audiences are agentic and take an active role in the process of making meaning from the media with which they engage. Fundamental to this theoretical…

Success Story of Radar Technology in Automotive Applications

NASA Astrophysics Data System (ADS)

Meinecke, Marc-Michael; Jerhot, Jiři

2012-05-01

The radar technology has a long history of over more than one century. In contrast to this its application in the automotive domain is a quite young activity. The enablers of this relatively new research field are presented in this article from a car manufacturers perspective covering aspects of signal processing algorithms, hardware and driver assistance applications.

Syntactic Structure Building in the Anterior Temporal Lobe during Natural Story Listening

ERIC Educational Resources Information Center

Brennan, Jonathan; Nir, Yuval; Hasson, Uri; Malach, Rafael; Heeger, David J.; Pylkkanen, Liina

2012-01-01

The neural basis of syntax is a matter of substantial debate. In particular, the inferior frontal gyrus (IFG), or Broca's area, has been prominently linked to syntactic processing, but the anterior temporal lobe has been reported to be activated instead of IFG when manipulating the presence of syntactic structure. These findings are difficult to…

Agency and Error in Young Adults' Stories of Sexual Decision Making

ERIC Educational Resources Information Center

Allen, Katherine R.; Husser, Erica K.; Stone, Dana J.; Jordal, Christian E.

2008-01-01

We conducted a qualitative analysis of 148 college students' written comments about themselves as sexual decision makers. Most participants described experiences in which they were actively engaged in decision-making processes of "waiting it out" to "working it out." The four patterns were (a) I am in control, (b) I am experimenting and learning,…

"Relaaax, I Remember the Recession in the Early 1980s...": Organizational Storytelling as a Crisis Management Tool

ERIC Educational Resources Information Center

Kopp, David M.; Nikolovska, Irena; Desiderio, Katie P.; Guterman, Jeffrey T.

2011-01-01

In this conceptual paper, we consider organizational storytelling as a communications tool in which stories are used to reduce the stress and anxiety of organizational members during a crisis. While there is much consensus among organizational scholars detailing storytelling's active role in such processes as organizational learning and…

Cultural modes of expressing emotions influence how emotions are experienced.

PubMed

Immordino-Yang, Mary Helen; Yang, Xiao-Fei; Damasio, Hanna

2016-10-01

The brain's mapping of bodily responses during emotion contributes to emotional experiences, or feelings. Culture influences emotional expressiveness, that is, the magnitude of individuals' bodily responses during emotion. So, are cultural influences on behavioral expressiveness associated with differences in how individuals experience emotion? Chinese and American young adults reported how strongly admiration- and compassion-inducing stories made them feel, first in a private interview and then during functional magnetic resonance imaging (fMRI). As expected, Americans were more expressive in the interview. Although expressiveness did not predict stronger reported feelings or neural responses during fMRI, in both cultural groups more-expressive people showed tighter trial-by-trial correlations between their experienced strength of emotion and activations in visceral-somatosensory cortex, even after controlling for individuals' overall strength of reactions (neural and felt). Moreover, expressiveness mediated a previously described cultural effect in which activations in visceral-somatosensory cortex correlated with feeling strength among Americans but not among Chinese. Post hoc supplementary analyses revealed that more-expressive individuals reached peak activation of visceral-somatosensory cortex later in the emotion process and took longer to decide how strongly they felt. The results together suggest that differences in expressiveness correspond to differences in how somatosensory mechanisms contribute to constructing conscious feelings. By influencing expressiveness, culture may therefore influence how individuals know how strongly they feel, what conscious feelings are based on, or possibly what strong versus weak emotions "feel like." (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cultural Modes of Expressing Emotions Influence How Emotions Are Experienced

PubMed Central

Immordino-Yang, Mary Helen; Yang, Xiao-Fei; Damasio, Hanna

2016-01-01

The brain’s mapping of bodily responses during emotion contributes to emotional experiences, or feelings. Culture influences emotional expressiveness, i.e. the magnitude of individuals’ bodily responses during emotion. So, are cultural influences on behavioral expressiveness associated with differences in how individuals experience emotion? Chinese and American young adults reported how strongly admiration and compassion-inducing stories made them feel, first in a private interview and then during fMRI. As expected, Americans were more expressive in the interview. While expressiveness did not predict stronger reported feelings or neural responses during fMRI, in both cultural groups more expressive people showed tighter trial-by-trial correlations between their experienced strength of emotion and activations in visceral-somatosensory cortex, even after controlling for individuals’ overall strength of reactions (neural and felt). Moreover, expressiveness mediated a previously described cultural effect in which activations in visceral-somatosensory cortex correlated with feeling strength among Americans but not among Chinese. Post-hoc supplementary analyses revealed that more expressive individuals reached peak activation of visceral-somatosensory cortex later in the emotion process and took longer to decide how strongly they felt. The results together suggest that differences in expressiveness correspond to differences in how somatosensory mechanisms contribute to constructing conscious feelings. By influencing expressiveness, culture may therefore influence how individuals know how strongly they feel, what conscious feelings are based on, or possibly what strong versus weak emotions “feel like.” PMID:27270077

The Cocreation of Crazy Patchworks: Becoming Rhizomatic in Systemic Therapy.

PubMed

Sermijn, Jasmina; Loots, Gerrit

2015-09-01

In the field of systemic therapy, there has been much discussion recently about the narrative self. This concept refers to the idea that the self is narratively constructed in and through the stories which someone tells about him/herself. The story is thereby not only viewed as a metaphor for selfhood: Selfhood is not compared to a story, it is a story. But what kind of story are we talking about here? If the self is a story, what does that story look like? These questions are explored in this article. Starting from the possibilities and limitations of traditional and postmodern visions on the self as a story, an alternative vision is illustrated. By considering the self as a rhizomatic story, we not only create a useful view of the way narrative selfhood is constructed within a therapy context, but we also stimulate therapists to coconstruct-together with their clients-patchworks of self-stories. By using story fragments of our own practice, we illustrate the rhizomatic thinking and its possibilities in therapy. © 2015 Family Process Institute.

The Secrets of Scheherazade: Toward a Functional Analysis of Imaginative Literature

PubMed Central

Grant, Lyle K

2005-01-01

A functional analysis of selected aspects of imaginative literature is presented. Reading imaginative literature is described as a process in which the reader makes indirect contact with the contingencies operating on the behavior of story characters. A functional story grammar is proposed in which the reader's experience with a story is interpreted in terms of escape contingencies in which the author initially introduces an establishing operation consisting of a source of tension, which is resolved in some way by the outcome of the story. Although escape contingencies represent the functional basis for the structure of stories, they are to be understood in a context of many other reinforcers for reading fiction. Other contingencies that maintain reading are discussed. Functional analyses of imaginative literature have much to offer, both in improving literary education and in understanding the behavioral processes that occur on the part of the reader. PMID:22477324

Improvement of the customer satisfaction through Quality Assurance Matrix and QC-Story methods: A case study from automotive industry

NASA Astrophysics Data System (ADS)

Sicoe, G. M.; Belu, N.; Rachieru, N.; Nicolae, E. V.

2017-10-01

Presently, in the automotive industry, the tendency is to adapt permanently to the changes and introduce the market tendency in the new products that leads of the customer satisfaction. Many quality techniques were adopted in this field to continuous improvement of product and process quality and advantages were also gained. The present paper has focused on possibilities that offers the use of Quality Assurance Matrix (QAM) and Quality Control Story (QC Story) to provide largest protection against nonconformities in the production process, throughout a case study in the automotive industry. There is a direct relationship from the QAM to a QC Story analysis. The failures identified using QAM are treated with QC Story methodology. Using this methods, will help to decrease the PPM values and will increase the quality performance and the customer satisfaction.

Study of responses of 64-story Rincon Building to Napa, Fremont, Piedmont, San Ramon earthquakes and ambient motions

USGS Publications Warehouse

Çelebi, Mehmet; Hooper, John; Klemencic, Ron

2017-01-01

We analyze the recorded responses of a 64-story, instrumented, concrete core shear wall building in San Francisco, California, equipped with tuned sloshing liquid dampers (TSDs) and buckling restraining braces (BRBs). Previously, only ambient data from the 72-channel array in the building were studied (Çelebi et al. 2013). Recently, the 24 August 2014 Mw 6.0 Napa and three other earthquakes were recorded. The peak accelerations of ambient and the larger Napa earthquake responses at the basement are 0.12 cm/s/s and 5.2 cm/s/s respectively—a factor of ~42. At the 61st level, they are 0.30 cm/s/s (ambient) and 16.8 cm/s/s (Napa), respectively—a factor of ~56. Fundamental frequencies (NS ~ 0.3, EW ~ 0.27 Hz) from earthquake responses vary within an insignificant frequency band of ~0.02–0.03 Hz when compared to those from ambient data. In the absence of soil-structure interaction (SSI), these small and insignificant differences may be attributed to (1) identification errors, (2) any nonlinear behavior, and (3) shaking levels that are not large enough to activate the BRBs and TSDs to make significant shifts in frequencies and increase damping.

The case for testing memory with both stories and word lists prior to dbs surgery for Parkinson's Disease.

PubMed

Zahodne, Laura B; Bowers, Dawn; Price, Catherine C; Bauer, Russell M; Nisenzon, Anne; Foote, Kelly D; Okun, Michael S

2011-04-01

Patients seeking deep brain stimulation (DBS) surgery for Parkinson's disease (PD) typically undergo neuropsychological assessment to determine candidacy for surgery, with poor memory performance interpreted as a contraindication. Patients with PD may exhibit worse memory for word lists than for stories due to the lack of inherent organization in a list of unrelated words. Unfortunately, word list and story tasks are typically developed from different normative datasets, and the existence of a memory performance discrepancy in PD has been challenged. We compared recall of stories and word lists in 35 non-demented PD candidates for DBS. We administered commonly used neuropsychological measures of word list and story memory (Hopkins Verbal Learning Test, Logical Memory), along with a second word list task that was co-normed with the story task. Age-corrected scores were higher for the story task than for both word list tasks. Compared to story recall, word list recall correlated more consistently with motor severity and composite measures of processing speed, working memory, and executive functioning. These results support the classic view of fronto-subcortical contributions to memory in PD and suggest that executive deficits may influence word list recall more than story recall. We recommend a multi-componential memory battery in the neuropsychological assessment of DBS candidates to characterize both mesial temporal and frontal-executive memory processes. One should not rely solely on a word list task because patients exhibiting poor memory for word lists may perform better with stories and therefore deserve an interdisciplinary discussion for DBS surgery.

More than pretty pictures? How illustrations affect parent-child story reading and children's story recall

PubMed Central

Greenhoot, Andrea Follmer; Beyer, Alisa M.; Curtis, Jennifer

2014-01-01

Previous research showed that story illustrations fail to enhance young preschoolers' memories when they accompany a pre-recorded story (e.g., Greenhoot and Semb, 2008). In this study we tested whether young children might benefit from illustrations in a more interactive story-reading context. For instance, illustrations might influence parent-child reading interactions, and thus children's story comprehension and recall. Twenty-six 3.5- to 4.5-year-olds and their primary caregivers were randomly assigned to an Illustrated or Non-Illustrated story-reading condition, and parents were instructed to “read or tell the story” as they normally would read with their child. Children recalled the story after a distracter and again after 1 week. Analyses of the story-reading interactions showed that the illustrations prompted more interactive story reading and more parent and child behaviors known to predict improved literacy outcomes. Furthermore, in the first memory interview, children in the Illustrated condition recalled more story events than those in the Non-Illustrated condition. Story reading measures predicted recall, but did not completely account for picture effects. These results suggest that illustrations enhance young preschoolers' story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children's processing of the illustrations. PMID:25101018

Neural Correlates of Bridging Inferences and Coherence Processing

ERIC Educational Resources Information Center

Kim, Sung-il; Yoon, Misun; Kim, Wonsik; Lee, Sunyoung; Kang, Eunjoo

2012-01-01

We explored the neural correlates of bridging inferences and coherence processing during story comprehension using Positron Emission Tomography (PET). Ten healthy right-handed volunteers were visually presented three types of stories (Strong Coherence, Weak Coherence, and Control) consisted of three sentences. The causal connectedness among…

Testosterone reactivity and identification with a perpetrator or a victim in a story are associated with attraction to violence-related cues.

PubMed

Weierstall, Roland; Moran, James; Giebel, Gilda; Elbert, Thomas

2014-01-01

Recent field research has demonstrated that an attraction to aggressive behavior and cruelty is common among combatants and perpetrators involved in organized violence. The biological basis of this appetitive perception of aggression in humans has to date not been studied. We examined testosterone as a potential hormonal moderator during induction of specifically appetitive aggressive behavior in the laboratory. To activate physiological responding related to appetitive aggression, 145 university students (72 women) listened to tape recordings of variants of a violent story. The perspective of the listener in the story was randomized between subjects. Participants were required to either identify as perpetrator, neutral observer, or victim. We assessed changes in saliva testosterone in response to the story. Subsequently, a series of pictorial stimuli (IAPS) with different valence ratings was presented and participants determined the length of viewing time with a button click. This viewing time for negative IAPS was assessed as a dependent variable indicating level of interest in violent scenes. Men identified themselves with the perpetrator more than women irrespective of the particular perspective presented by the story. Men who responded with an increase in saliva testosterone when adopting the perpetrator perspective chose to view the negative IAPS pictures for longer intervals than participants in other conditions or those who did not exhibit a release in testosterone. Testosterone moderates attraction to cruel and violent cues in men, as indicated by extended deliberate viewing of violence cues. Copyright © 2013 Elsevier Ltd. All rights reserved.

Geometry Sleuthing in Literature

ERIC Educational Resources Information Center

Wallace, Faith H.; Evans, Mary Anna; Stein, Megan

2011-01-01

Storytelling can provide unique teachable moments. Mathematics content found in a good story can be seamlessly woven throughout a lesson. The technical vocabulary used in some stories occurs in a natural way, outside a textbook setting. A great story can also motivate students to actively engage in meaningful mathematics. With a wide range of…

Teaching and Joy.

ERIC Educational Resources Information Center

Sornson, Robert, Ed.; Scott, James, Ed.

This publication is a collection of 25 personal stories from a multitude of perspectives on the joys of teaching and learning. The stories emphasize active learning; respect for differences; creativity; willingness to make mistakes; a love of life, school, and family relationships; and the quest for personal meaning. The stories are: (1) "Richard"…

78 FR 50435 - Agency Information Collection Activities; Proposed Collection; Comment Request: FEMA Mitigation...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-19

... Mitigation Success Story Database AGENCY: Federal Emergency Management Agency, DHS. ACTION: Notice. SUMMARY... (GPRA) (Pub. L. 103.62 Section 2) FEMA has established the FEMA Mitigation Best Practices success story... stories incorporate mitigation strategies that have been successfully implemented and provide real- world...

Famous Threesomes: Uncommon Uses for Common Stories.

ERIC Educational Resources Information Center

Spears, Jo Ann Lohl

2003-01-01

This article presents a unit of fun and developmentally satisfying activities, using familiar folk stories focusing on threesomes. Each example involves story time, block center, art center, dramatic play, listening area, math and manipulatives center, folder game, group times, cooking, writing center, discovery center, and the music and movement…

Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students' images of scientists and scientific work

NASA Astrophysics Data System (ADS)

Sharkawy, Azza

2012-06-01

The purpose of this qualitative study was to explore the potential of using stories about diverse scientists to broaden primary students' images of scientists and scientific work. Stories featuring scientists from diverse socio-cultural backgrounds (i.e., physical ability, gender, ethnicity) were presented to 11 grade one students over a 15 -week period. My analysis of pre-and post audio-taped interview transcripts, draw-a-scientist-tests (Chambers 1983), participant observations and student work suggest that the stories about scientists and follow-up reflective activities provided resources for students that helped them: (a) acquire images of scientists from less dominant socio-cultural backgrounds; (b) enrich their views of scientific work from predominantly hands-on/activity-oriented views to ones that includes cognitive and positive affective dimensions. One of the limitations of using stories as a tool to extend students' thinking about science is highlighted in a case study of a student who expresses resistance to some of the counter-stereotypic images presented in the stories. I also present two additional case studies that illustrate how shifts in student' views of the nature of scientific work can change their interest in future participation in scientific work.

Accounting for unprotected sex: stories of agency and acceptability.

PubMed

Rhodes, Tim; Cusick, Linda

2002-07-01

Based on the idea that risks are knowable, calculable and preventable, dominant social scientific and health promotion discourses foster an image of individual risk control and responsibility. The presentation of the self is a moral enterprise. Accounts of unprotected sex by HIV positive people who have the potential to transmit HIV to their sexual partners can be particularly morally charged. Drawing on 73 depth qualitative interviews with HIV positive people and their sexual partners, this paper explores how the interview accounts of unprotected sex can illuminate the way in which the self is presented within the context of situated norms of risk acceptability and moral responsibility. We identify two forms of account: stories of agency; and stories of acceptability. Stories of agency tend to deny agency and abdicate individual responsibility given the circumstances, and were also a key feature of accounts in which the sexual partners of HIV positive people were placed at risk of HIV transmission. Categories of appeal included the denial of agency as a consequence of: risk calculus and condom accidents; alcohol and drug effects; powerlessness and coercion; and forces of nature. By contrast, stories of acceptability tend to justify unprotected sex as acceptable. Categories of appeal included: HIV positive concordance; and commitment in relationships. Other forms of justification included: alter responsibility; and intentional HIV transmission. We conclude that accounts of risk management are risk managed. We call for greater attention by social scientists to the way in which accounts are constructed, and in particular, to 'anti-rational' forms of explanation within accounts.

Making Story Time a Literacy Event for the Young Child.

ERIC Educational Resources Information Center

Weir, Beth

1989-01-01

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)

The Effect of Spoilers on the Enjoyment of Short Stories

ERIC Educational Resources Information Center

Levine, William H.; Betzner, Michelle; Autry, Kevin S.

2016-01-01

Recent research has provided evidence that the information provided before a story--a spoiler--may increase the enjoyment of that story, perhaps by increasing the processing fluency experienced during reading. In one experiment, we tested the reliability of these findings by closely replicating existing methods and the generality of these findings…

Modeling the Effects of Reading Lessons on Text Processing.

ERIC Educational Resources Information Center

Omanson, Richard C.; And Others

A study evaluated the effectiveness of various models constructed to account for how children read and comprehended a story presented in a directed reading lesson. A commercial directed reading lesson was revised to introduce information related to the story and to help the children form a "map" of the central story content. Data were…

Prenatal Yoga and Childbirth Education: A Response to Tracy Posner's Birth Story

PubMed Central

Israel, Ann L.

2010-01-01

In this letter to the editor, the author responds to a birth story published in a previous issue of The Journal of Perinatal Education and discusses the relationship between practicing prenatal yoga and childbirth education. PMID:21358835

Readers' use of source information in text comprehension.

PubMed

Braasch, Jason L G; Rouet, Jean-François; Vibert, Nicolas; Britt, M Anne

2012-04-01

In two experiments, we examined the role of discrepancy on readers' text processing of and memory for the sources of brief news reports. Each story included two assertions that were attributed to different sources. We manipulated whether the second assertion was either discrepant or consistent with the first assertion. On the basis of the discrepancy-induced source comprehension (D-ISC) assumption, we predicted that discrepant stories would promote deeper processing and better memory for the sources conveying the messages, as compared to consistent stories. As predicted, readers mentioned more sources in summaries of discrepant stories, recalled more sources, made more fixations, and displayed longer gaze times in source areas when reading discrepant than when reading consistent stories. In Experiment 2, we found enhanced memory for source-content links for discrepant stories even when intersentential connectors were absent, and regardless of the reading goals. Discussion was focused on discrepancies as one mechanism by which readers are prompted to encode source-content links more deeply, as a method of integrating disparate pieces of information into a coherent mental representation of a text.

Inference generation during discourse and its relation to social competence: an online investigation of abilities of children with and without language impairment.

PubMed

Ford, Janet A; Milosky, Linda M

2008-04-01

This study examined whether young children with typical language development (TL) and children with language impairment (LI) make emotion inferences online during the process of discourse comprehension, identified variables that predict emotion inferencing, and explored the relationship of these variables to social competence. Preschool children (16 TL and 16 LI) watched narrated videos designed to activate knowledge about a particular emotional state. Following each story, children named a facial expression that either matched or did not match the anticipated emotion. Several experimental tasks examined linguistic and nonlinguistic abilities. Finally, each child's teacher completed a measure of social competence. Children with TL named expressions significantly more slowly in the mismatched condition than in the matched condition, whereas children with LI did not differ in response times between the conditions. Language and vocal response time measures were related to emotion inferencing ability, and this ability predicted social competence scores. The findings suggest that children with TL are inferring emotions during the comprehension process, whereas children with LI often fail to make these inferences. Making emotion inferences is related to discourse comprehension and to social competence in children. The current findings provide evidence that language and vocal response time measures predicted inferencing ability and suggest that additional factors may influence discourse inferencing and social competence.

Developing an ESIP-wide Process "Pipeline" to Extract Data-driven Stories from Compelling Agriculture and Energy Research on Climate Resilience

NASA Astrophysics Data System (ADS)

Hoebelheinrich, N. J.; Eckman, R.; Teng, W. L.; Beltz, C.

2016-12-01

The classic approach to scientific storytelling, especially for publication, is to establish the research problem, describe the potential solution and the efforts to solve the problem, and end with the results - whether "successful" or not - as the "Ta Da!" of the story. This classic approach, however, does not necessarily adapt well to the kind of storytelling that policy-making and general public end-users find more compelling, i.e., with the "Ta Da!" element of the story immediately evident. Working with the U.S. Climate Resilience Toolkit (CRT) staff, two collaborative groups of the Earth Science Information Partners (ESIP), Agriculture and Climate and Energy and Climate, have begun to assist agriculture and energy researchers in making the switch in story telling approach and, thus, get more easily understood and actionable information out to potential end-users about how the research data produced can help them. The CRT is a platform for telling stories based on both end-user needs and the data that are used to meet those needs. The ESIP groups are establishing an ESIP-wide process "pipeline," through which research results and data, with the help of group discussions and the use of CRT templates, are transformed into potential stories. When appropriate, the stories are handed off to the CRT staff to be fully developed. Two case studies that are in the process of being added to the CRT involve (1) the use of the RETScreen tool by Natural Resources Canada and (2) a fallow lands mapping project with the California Department of Water Resources to monitor ongoing drought conditions in California. These two case studies will be used to illustrate the process pipeline being developed, discuss lessons learned to date, and suggest future plans for further refining and expanding the process "pipeline."

REM-Enriched Naps Are Associated with Memory Consolidation for Sad Stories and Enhance Mood-Related Reactivity.

PubMed

Gilson, Médhi; Deliens, Gaétane; Leproult, Rachel; Bodart, Alice; Nonclercq, Antoine; Ercek, Rudy; Peigneux, Philippe

2015-12-29

Emerging evidence suggests that emotion and affect modulate the relation between sleep and cognition. In the present study, we investigated the role of rapid-eye movement (REM) sleep in mood regulation and memory consolidation for sad stories. In a counterbalanced design, participants (n = 24) listened to either a neutral or a sad story during two sessions, spaced one week apart. After listening to the story, half of the participants had a short (45 min) morning nap. The other half had a long (90 min) morning nap, richer in REM and N2 sleep. Story recall, mood evolution and changes in emotional response to the re-exposure to the story were assessed after the nap. Although recall performance was similar for sad and neutral stories irrespective of nap duration, sleep measures were correlated with recall performance in the sad story condition only. After the long nap, REM sleep density positively correlated with retrieval performance, while re-exposure to the sad story led to diminished mood and increased skin conductance levels. Our results suggest that REM sleep may not only be associated with the consolidation of intrinsically sad material, but also enhances mood reactivity, at least on the short term.

Stories of relative privilege: power and social change in feminist community psychology.

PubMed

Mulvey, A; Terenzio, M; Hill, J; Bond, M A; Huygens, I; Hamerton, H R; Cahill, S

2000-12-01

Stories about community work in New Zealand and Scotland are presented to describe and reflect on issues central to feminist community psychology. Organizing a lesbian festival, Ingrid Huygens describes feminist processes used to equalize resources across Maori (indigenous) and Pakeha (white) groups. Heather Hamerton presents her experiences as a researcher using collective memory work to reflect on adolescent experiences related to gender, ethnicity, and class. Sharon Cahill chronicles dilemmas and insights from focus groups about anger with women living in public housing in Scotland. Each story chronicles experiences related to oppression and privilege, and describes the author's emotions and reflections. Individually and collectively, the stories illustrate the potential offered by narrative methods and participatory processes for challenging inequalities and encouraging social justice.

Physiological responses induced by pleasant stimuli.

PubMed

Watanuki, Shigeki; Kim, Yeon-Kyu

2005-01-01

The specific physiological responses induced by pleasant stimuli were investigated in this study. Various physiological responses of the brain (encephaloelectrogram; EEG), autonomic nervous system (ANS), immune system and endocrine system were monitored when pleasant stimuli such as odors, emotional pictures and rakugo, a typical Japanese comical story-telling, were presented to subjects. The results revealed that (i) EEG activities of the left frontal brain region were enhanced by a pleasant odor; (ii) emotional pictures related to primitive element such as nudes and erotic couples elevated vasomotor sympathetic nervous activity; and (iii) an increase in secretory immunoglobulin A (s-IgA) and a decrease in salivary cortisol (s-cortisol) were induced by rakugo-derived linguistic pleasant emotion. Pleasant emotion is complicated state. However, by considering the evolutionary history of human being, it is possible to assess and evaluate pleasant emotion from certain physiological responses by appropriately summating various physiological parameters.

Fostering Sustained Climate Engagement and Collaborative Leadership through Creativity and Science-Informed Arts

NASA Astrophysics Data System (ADS)

Rothballer, K.; Sturges, M. J.

2016-12-01

Join veteran artist/activist Molly Sturges for a presentation on FIREROCK: PASS THE SPARK performances and engagement processes that foster personal and collective creativity for sustained climate engagement and collaborative leadership. FIREROCK: PASS THE ROCK opens in San Francisco in October 2016. This project is an evolving, long-term, social innovation project that has been developed with faith, Indigenous and directly impacted communities as well as schools, towns and universities. Informed by science, social justice, Indigenous knowledge, and grassroots activism FIREROCK includes performances that are accompanied by a series of activities designed to build community and engineer creative spaces for dialogue and response. The FIREROCK team has found that people are excited to engage around climate when there are venues available for expressivity and meaningful exchange. FIREROCK supports us in moving from our current stance in which we are paralyzed— often not knowing what to do or how to act—to seeing ourselves as part of the solution. FIREROCK is a family-friendly catalytic musical journey inviting people into the complexity of climate change and sparking an inspired response to the mythic challenges of our time. Through story, song and unique engagement experiences, FIREROCK builds community towards action and solutions. FIREROCK provides partners with everything they need to make the project their own, including a comprehensive toolkit to assist groups in learning how to develop community partnerships, convene FIREROCK engagement activities and facilitate dialogue and skill sharing. This dynamic storytelling project is scalable and can be employed, adapted and localized by groups and communities nationwide as a powerful catalyst for climate engagement work. Molly Sturges is a national leader in arts, ecology and social change work. She is the Founding Artistic Director of Littleglobe, a diverse arts cooperative made up of artistic and cultural workers devoted to arts and social change. Sturges was a professor in Arts and Ecology at The University of New Mexico for six years before joining the faculty at The Academy for the Love of Learning. She recently founded The Institute for Living Story, a hub of participatory arts and social transformation projects.

Using Comic Strips as a Book Report Alternative

ERIC Educational Resources Information Center

Reading Teacher, 2012

2012-01-01

Comic strips are great to share with parents, younger students, and peers. This article presents an activity where students use a six-paneled comic strip to summarize a story. This activity allows for multiple interpretations and enhances comprehension by drawing attention to story elements.

Into the Curriculum.

ERIC Educational Resources Information Center

School Library Media Activities Monthly, 1992

1992-01-01

Provides six fully developed library media activities that are designed to be used with specific curriculum units. Highlights include elementary student activities for art (winter holiday crafts); reading/language arts (fantasy in stories, elements of folk stories from India, writing sequels to fairy tales); science (animal symbiosis); and social…

A Curious Place Indeed.

ERIC Educational Resources Information Center

Zingher, Gary

2000-01-01

Presents short descriptions of six "curious places" in children's books and films. Describes sample creative class activities for younger and middle grade children to engage in after listening to selected stories. Activities include creating drawings, stories, flip books, and picture books; role-playing; and developing an imaginary town.…

The Wonder of Wolves: A Story & Activities. Revised Edition. The Wonder Series.

ERIC Educational Resources Information Center

Robinson, Sandra Chisholm

This curriculum guide is all about wolves and provides information through the telling of a story about wolves and their history and folklore. The 14 activities contained in this guide employ an interdisciplinary approach and use mazes, puzzles, model-building, and board games to motivate students. Activity topics include building a wolf,…

Life stories of people with rheumatoid arthritis who retired early: how gender and other contextual factors shaped their everyday activities, including paid work.

PubMed

Stamm, T A; Machold, K P; Smolen, J; Prodinger, B

2010-06-01

The aim of the present study was to explore how contextual factors affect the everyday activities of women and men with rheumatoid arthritis (RA), as evident in their life stories. Fifteen people with RA, who had retired early due to the disease, were interviewed up to three times, according to a narrative biographic interview style. The life stories of the participants, which were reconstructed from the biographical data and from the transcribed 'told story' were analysed from the perspective of contextual factors, including personal and environmental factors. The rigour and accuracy of the analysis were enhanced by reflexivity and peer-review of the results. The life stories of the participants in this study reflected how contextual factors (such as gender, the healthcare system, the support of families and social and cultural values) shaped their everyday activities. In a society such as in Austria, which is based on traditional patriarchal values, men were presented with difficulties in developing a non-paid-work-related role. For women, if paid work had to be given up, they were more likely to engage in alternative challenging activities which enabled them to develop reflective skills, which in turn contributed to a positive and enriching perspective on their life stories. Health professionals may thus use some of the women's strategies to help men. Interventions by health professionals in people with RA may benefit from an approach sensitive to personal and environmental factors.

Appalachian Childhood.

ERIC Educational Resources Information Center

Arnow, Pat, Ed.; Cheek, Pauline, Ed.

1987-01-01

This magazine offers interviews, short stories and articles with a general focus on childhood in Appalachia. Two interviews include: "Creative Response to Life-Pauline Cheek," by Jane Harris Woodside, and "Insights and Experience: A Talk with Eliot Wigginton," by Pauline Binkley Cheek. Short stories include: "Thief in the…

Interaction in Storytelling in Japanese Conversations: An Analysis of Story Recipients' Questions

ERIC Educational Resources Information Center

Koike, Chisato

2009-01-01

This study investigates how "unknowing" story recipients (C. Goodwin, 1979) use different types of questions in order to actively participate in storytelling and collaboratively construct a story when a storyteller is relaying his or her past experience, by examining grammar, intonation, gaze, body movements, and sequence organization in Japanese…

Regionalization: A Story Map Lesson on Regions

ERIC Educational Resources Information Center

Edmondson, Deborah

2018-01-01

This lesson introduces the concept of regionalization and types of regions. After a brief introductory activity, students explore a story map to learn the material. The teacher can project the story map on a screen for all students to follow or students may work individually on computers. Working individually will allow students to set their own…

Word Weaving: A Storytelling Workbook. Workshop Edition.

ERIC Educational Resources Information Center

Horne, Catharine

Intended to provide a full range of storytelling techniques, this workbook includes 54 stories and their activities. Some stories are introduced with a fanfare and warmup section based on theatre games; some stories are preceded by commentary and source notes; and some folktales are retold with no preliminaries at all. About half of the stories…

The Narrative-Emotion Process Coding System 2.0: A multi-methodological approach to identifying and assessing narrative-emotion process markers in psychotherapy.

PubMed

Angus, Lynne E; Boritz, Tali; Bryntwick, Emily; Carpenter, Naomi; Macaulay, Christianne; Khattra, Jasmine

2017-05-01

Recent studies suggest that it is not simply the expression of emotion or emotional arousal in session that is important, but rather it is the reflective processing of emergent, adaptive emotions, arising in the context of personal storytelling and/or Emotion-Focused Therapy (EFT) interventions, that is associated with change. To enhance narrative-emotion integration specifically in EFT, Angus and Greenberg originally identified a set of eight clinically derived narrative-emotion integration markers were originally identified for the implementation of process-guiding therapeutic responses. Further evaluation and testing by the Angus Narrative-Emotion Marker Lab resulted in the identification of 10 empirically validated Narrative-Emotion Process (N-EP) markers that are included in the Narrative-Emotion Process Coding System Version 2.0 (NEPCS 2.0). Based on empirical research findings, individual markers are clustered into Problem (e.g., stuckness in repetitive story patterns, over-controlled or dysregulated emotion, lack of reflectivity), Transition (e.g., reflective, access to adaptive emotions and new emotional plotlines, heightened narrative and emotion integration), and Change (e.g., new story outcomes and self-narrative discovery, and co-construction and re-conceptualization) subgroups. To date, research using the NEPCS 2.0 has investigated the proportion and pattern of narrative-emotion markers in Emotion-Focused, Client-Centered, and Cognitive Therapy for Major Depression, Motivational Interviewing plus Cognitive Behavioral Therapy for Generalized Anxiety Disorder, and EFT for Complex Trauma. Results have consistently identified significantly higher proportions of N-EP Transition and Change markers, and productive shifts, in mid- and late phase sessions, for clients who achieved recovery by treatment termination. Recovery is consistently associated with client storytelling that is emotionally engaged, reflective, and evidencing new story outcomes and self-narrative change. Implications for future research, practice and training are discussed.

Values education: a new direction for medical education.

PubMed Central

Grundstein-Amado, R

1995-01-01

This paper suggests that medical education should redirect resources to values education, specifically developing new strategies to improve the process of clarification of values. The author suggests using the values journal method which is based on a systematic record of students' personal value systems reflected in their stories and life experience; and on their responses to case presentation. Generating a personal values journal helps students define who they are, what their social and professional roles are, what their expectations are and where they are going. Keeping values journals promotes students' decision-making capacity, and equips them with the necessary skills to teach their future patients how to generate their own value systems. The development of a well defined values journal is a preparatory stage for active participation in clinical conferences or group discussion, and for effective communal dialogue among the group's members. PMID:7674284

Using open captions to revise writing in digital stories composed by d/Deaf and hard of hearing students.

PubMed

Strassman, Barbara K; O'Dell, Katie

2012-01-01

Using a nonexperimental design, the researchers explored the effect of captioning as part of the writing process of individuals who are d/Deaf and hard of hearing. Sixty-nine d/Deaf and hard of hearing middle school students composed responses to four writing-to-learn activities in a word processor. Two compositions were revised and published with software that displayed texts as captions to digital images; two compositions were revised with a word processor and published on paper. Analysis showed increases in content-area vocabulary, text length, and inclusion of main ideas and details for texts revised in the captioning software. Given the nonexperimental design, it is not possible to determine the extent to which the results could be attributed to captioned revisions. However, the findings do suggest that the images acted as procedural facilitators, triggering recall of vocabulary and details.

Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories

ERIC Educational Resources Information Center

Enkin, Elizabeth

2016-01-01

The maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with…

Stories and Gossip in English: The Macro-Structure of Casual Talk.

ERIC Educational Resources Information Center

Slade, Diana

1997-01-01

A discussion of two text-types commonly occurring in casual conversation, stories and gossip, (1) details four kinds of stories told in casual talk, (2) demonstrates that gossip is a culturally-determined process with a distinctive structure, and (3) considers implications for teaching English-as-a- Second-Language. Analysis is based on over three…

The Storytelling Project: Innovating to Engage Students in Their Learning

ERIC Educational Resources Information Center

Miley, Frances

2009-01-01

This research explores the development of issues surrounding and reactions to the use of non-accounting stories in accounting to engage and motivate first-year students. The stories were drawn from the students' main areas of study. Students were challenged to draw analogies between a story and accounting. This process allowed them to create…

Engendering Anthropocentrism: Lessons from Children's Realistic Animal Stories.

ERIC Educational Resources Information Center

Johnson, Kathleen R.

In children's realistic stories about animals a number of wholly and unambiguously anthropocentric assumptions are at work. For instance, in a study most of the books (81%) in one sampling of 50 stories involve a pet or the process of domesticating a wild animal. In most cases the primary animal character is a dog or horse. The predominance of…

Literature and art therapy in post-stroke psychological disorders.

PubMed

Eum, Yeongcheol; Yim, Jongeun

2015-01-01

Stroke is one of the leading causes of morbidity and long-term disability worldwide, and post-stroke depression (PSD) is a common and serious psychiatric complication of stroke. PSD makes patients have more severe deficits in activities of daily living, a worse functional outcome, more severe cognitive deficits and increased mortality as compared to stroke patients without depression. Therefore, to reduce or prevent mental problems of stroke patients, psychological treatment should be recommended. Literature and art therapy are highly effective psychological treatment for stroke patients. Literature therapy divided into poetry and story therapy is an assistive tool that treats neurosis as well as emotional or behavioral disorders. Poetry can add impression to the lethargic life of a patient with PSD, thereby acting as a natural treatment. Story therapy can change the gloomy psychological state of patients into a bright and healthy story, and therefore can help stroke patients to overcome their emotional disabilities. Art therapy is one form of psychological therapy that can treat depression and anxiety in stroke patients. Stroke patients can express their internal conflicts, emotions, and psychological status through art works or processes and it would be a healing process of mental problems. Music therapy can relieve the suppressed emotions of patients and add vitality to the body, while giving them the energy to share their feelings with others. In conclusion, literature and art therapy can identify the emotional status of patients and serve as a useful auxiliary tool to help stroke patients in their rehabilitation process.

Less efficient and costly processes of frontal cortex in childhood chronic fatigue syndrome.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C; Joudoi, Takako; Kawatani, Junko; Shigihara, Yoshihito; Tomoda, Akemi; Miike, Teruhisa; Imai-Matsumura, Kyoko; Sadato, Norihiro; Watanabe, Yasuyoshi

2015-01-01

The ability to divide one's attention deteriorates in patients with childhood chronic fatigue syndrome (CCFS). We conducted a study using a dual verbal task to assess allocation of attentional resources to two simultaneous activities (picking out vowels and reading for story comprehension) and functional magnetic resonance imaging. Patients exhibited a much larger area of activation, recruiting additional frontal areas. The right middle frontal gyrus (MFG), which is included in the dorsolateral prefrontal cortex, of CCFS patients was specifically activated in both the single and dual tasks; this activation level was positively correlated with motivation scores for the tasks and accuracy of story comprehension. In addition, in patients, the dorsal anterior cingulate gyrus (dACC) and left MFG were activated only in the dual task, and activation levels of the dACC and left MFG were positively associated with the motivation and fatigue scores, respectively. Patients with CCFS exhibited a wider area of activated frontal regions related to attentional resources in order to increase their poorer task performance with massive mental effort. This is likely to be less efficient and costly in terms of energy requirements. It seems to be related to the pathophysiology of patients with CCFS and to cause a vicious cycle of further increases in fatigue.

Less efficient and costly processes of frontal cortex in childhood chronic fatigue syndrome

PubMed Central

Mizuno, Kei; Tanaka, Masaaki; Tanabe, Hiroki C.; Joudoi, Takako; Kawatani, Junko; Shigihara, Yoshihito; Tomoda, Akemi; Miike, Teruhisa; Imai-Matsumura, Kyoko; Sadato, Norihiro; Watanabe, Yasuyoshi

2015-01-01

The ability to divide one's attention deteriorates in patients with childhood chronic fatigue syndrome (CCFS). We conducted a study using a dual verbal task to assess allocation of attentional resources to two simultaneous activities (picking out vowels and reading for story comprehension) and functional magnetic resonance imaging. Patients exhibited a much larger area of activation, recruiting additional frontal areas. The right middle frontal gyrus (MFG), which is included in the dorsolateral prefrontal cortex, of CCFS patients was specifically activated in both the single and dual tasks; this activation level was positively correlated with motivation scores for the tasks and accuracy of story comprehension. In addition, in patients, the dorsal anterior cingulate gyrus (dACC) and left MFG were activated only in the dual task, and activation levels of the dACC and left MFG were positively associated with the motivation and fatigue scores, respectively. Patients with CCFS exhibited a wider area of activated frontal regions related to attentional resources in order to increase their poorer task performance with massive mental effort. This is likely to be less efficient and costly in terms of energy requirements. It seems to be related to the pathophysiology of patients with CCFS and to cause a vicious cycle of further increases in fatigue. PMID:26594619

NIB Commentary on Oncofertility Stories.

PubMed

Gremmels, Becket

2017-01-01

The authors of these stories describe tales of struggle with cancer and secondary infertility. Yet, they each have a different response to similar circumstances. Their stories touch on a lack of informed consent regarding infertility, spiritual discussions of the problem of evil, the need for improved collaboration among physicians to further care of the whole person, societal norms regarding reproduction and gender roles, the injustice of cancer in young people, and other topics. Of note, no stories mention prominent ethical concerns of in-vitro fertilization like how couples should deal with "extra" frozen embryos or concerns about the potential for commodification of children. This shows a disconnect between the concerns of bioethicists and the concerns of real patients facing actual problems. Both cancer patients and providers can learn something from these stories that directly apply to their lives.

Amazing Soil Stories: Adventure and Activity Book [and] Teacher's Guide to the Activity Book.

ERIC Educational Resources Information Center

California Association of Resource Conservation Districts, Sacramento.

The student activity book offers a variety of written exercises and "hands on" experiments and demonstrations for students at the fourth grade level. The book begins with a cartoon story that follows the adventures of a student investigating a soil erosion crisis and what her community can do to prevent soil erosion. Interspersed within…

Literary Reading Activities of Good and Weak Students: A Think Aloud Study

ERIC Educational Resources Information Center

Janssen, Tanja; Braaksma, Martine; Rijlaarsdam, Gert

2006-01-01

In this study we examined how good and weak students of literature interact with short literary stories. We focused on differences in the use of cognitive and affective reading activities, and in the extent to which good and weak students adapt their activities to (parts of) the story they are reading. 19 Dutch tenth-grade students from 8 classes…

Writing Stories to Enhance Scientific Literacy

ERIC Educational Resources Information Center

Ritchie, Stephen M.; Tomas, Louisa; Tones, Megan

2011-01-01

In response to international concerns about scientific literacy and students' waning interest in school science, this study investigated the effects of a science-writing project about the socioscientific issue (SSI) of biosecurity on the development of students' scientific literacy. Students generated two "BioStories" each that merged…

(Un)doing gender in a rehabilitation context: a narrative analysis of gender and self in stories of chronic muscle pain.

PubMed

Ahlsen, Birgitte; Bondevik, Hilde; Mengshoel, Anne Marit; Solbrække, Kari Nyheim

2014-01-01

To explore how gender appears in the stories of self-told by men and women undergoing rehabilitation for chronic muscle pain. The material, which consists of qualitative interviews with 10 men and 6 women with chronic neck pain, was analyzed from a gender sensitive perspective using narrative method. The analysis was inspired by Arthur Frank's typologies of illness narratives (restitution, chaos and quest). The women's stories displayed selves that were actively trying to transcend their former identity and life conditions, in which their pain was embedded. Their stories tended to develop from "chaos", towards a quest narrative with a more autonomous self. The selves in the men's stories appeared to be actively seeking a solution to the pain within a medical context. Framed as a restitution narrative, rooted in a biomedical model of disease, the voice often heard in the men's stories was of a self-dependent on future health care. Our findings contribute greater nuance to a dominant cultural conception that men are more independent than women in relation to health care. Understanding the significance of gender in the construction of selves in stories of chronic pain may help to improve the health care offered to patients suffering from chronic pain. Implications for Rehabilitation Patients tell stories that powerfully communicate their particular illness experiences. Cultural expectations of femininity and masculinity play a significant role with regard to how the patients construct their stories, which may be important to health professionals' perceptions of the patients' problem. Health care professionals should listen carefully to the patient's own story and be sensitive to the significance of gender when trying to understand these people's health problem.

Story immersion may be effective in promoting diet and physical activity in Chinese children

USDA-ARS?s Scientific Manuscript database

This study evaluated the effect of playing a health video game embedded with story immersion, Escape from Diab (Diab), on children's diet and physical activity (PA), and also explored whether children immersed in Diab had greater positive outcomes. The study design employed two groups, nonrandomized...

Content-specific coordination of listeners' to speakers' EEG during communication.

PubMed

Kuhlen, Anna K; Allefeld, Carsten; Haynes, John-Dylan

2012-01-01

Cognitive neuroscience has recently begun to extend its focus from the isolated individual mind to two or more individuals coordinating with each other. In this study we uncover a coordination of neural activity between the ongoing electroencephalogram (EEG) of two people-a person speaking and a person listening. The EEG of one set of twelve participants ("speakers") was recorded while they were narrating short stories. The EEG of another set of twelve participants ("listeners") was recorded while watching audiovisual recordings of these stories. Specifically, listeners watched the superimposed videos of two speakers simultaneously and were instructed to attend either to one or the other speaker. This allowed us to isolate neural coordination due to processing the communicated content from the effects of sensory input. We find several neural signatures of communication: First, the EEG is more similar among listeners attending to the same speaker than among listeners attending to different speakers, indicating that listeners' EEG reflects content-specific information. Secondly, listeners' EEG activity correlates with the attended speakers' EEG, peaking at a time delay of about 12.5 s. This correlation takes place not only between homologous, but also between non-homologous brain areas in speakers and listeners. A semantic analysis of the stories suggests that listeners coordinate with speakers at the level of complex semantic representations, so-called "situation models". With this study we link a coordination of neural activity between individuals directly to verbally communicated information.

Content-specific coordination of listeners' to speakers' EEG during communication

PubMed Central

Kuhlen, Anna K.; Allefeld, Carsten; Haynes, John-Dylan

2012-01-01

Cognitive neuroscience has recently begun to extend its focus from the isolated individual mind to two or more individuals coordinating with each other. In this study we uncover a coordination of neural activity between the ongoing electroencephalogram (EEG) of two people—a person speaking and a person listening. The EEG of one set of twelve participants (“speakers”) was recorded while they were narrating short stories. The EEG of another set of twelve participants (“listeners”) was recorded while watching audiovisual recordings of these stories. Specifically, listeners watched the superimposed videos of two speakers simultaneously and were instructed to attend either to one or the other speaker. This allowed us to isolate neural coordination due to processing the communicated content from the effects of sensory input. We find several neural signatures of communication: First, the EEG is more similar among listeners attending to the same speaker than among listeners attending to different speakers, indicating that listeners' EEG reflects content-specific information. Secondly, listeners' EEG activity correlates with the attended speakers' EEG, peaking at a time delay of about 12.5 s. This correlation takes place not only between homologous, but also between non-homologous brain areas in speakers and listeners. A semantic analysis of the stories suggests that listeners coordinate with speakers at the level of complex semantic representations, so-called “situation models”. With this study we link a coordination of neural activity between individuals directly to verbally communicated information. PMID:23060770

Seismic Response Control Of Structures Using Semi-Active and Passive Variable Stiffness Devices

NASA Astrophysics Data System (ADS)

Salem, Mohamed M. A.

Controllable devices such as Magneto-Rheological Fluid Dampers, Electro-Rheological Dampers, and controllable friction devices have been studied extensively with limited implementation in real structures. Such devices have shown great potential in reducing seismic demands, either as smart base isolation systems, or as smart devices for multistory structures. Although variable stiffness devices can be used for seismic control of structures, the vast majority of research effort has been given to the control of damping. The primary focus of this dissertation is to evaluate the seismic control of structures using semi-active and passive variable stiffness characteristics. Smart base isolation systems employing variable stiffness devices have been studied, and two semi-active control strategies are proposed. The control algorithms were designed to reduce the superstructure and base accelerations of seismically isolated structures subject to near-fault and far-field ground motions. Computational simulations of the proposed control algorithms on the benchmark structure have shown that excessive base displacements associated with the near-fault ground motions may be better mitigated with the use of variable stiffness devices. However, the device properties must be controllable to produce a wide range of stiffness changes for an effective control of the base displacements. The potential of controllable stiffness devices in limiting the base displacement due to near-fault excitation without compromising the performance of conventionally isolated structures, is illustrated. The application of passive variable stiffness devices for seismic response mitigation of multistory structures is also investigated. A stiffening bracing system (SBS) is proposed to replace the conventional bracing systems of braced frames. An optimization process for the SBS parameters has been developed. The main objective of the design process is to maintain a uniform inter-story drift angle over the building's height, which in turn would evenly distribute the seismic demand over the building. This behavior is particularly essential so that any possible damage is not concentrated in a single story. Furthermore, the proposed design ensures that additional damping devices distributed over the building's height work efficiently with their maximum design capacity, leading to a cost efficient design. An integrated and comprehensive design procedure that can be readily adopted by the current seismic design codes is proposed. An equivalent lateral force distribution is developed that shows a good agreement with the response history analyses in terms of seismic performance and demand prediction. This lateral force pattern explicitly accounts for the higher mode effect, the dynamic characteristics of the structure, the supplemental damping, and the site specific seismic hazard. Therefore, the proposed design procedure is considered as a standalone method for the design of SBS equipped buildings.

Individual Differences in the Processing of Written Sarcasm and Metaphor: Evidence from Eye Movements

ERIC Educational Resources Information Center

Olkoniemi, Henri; Ranta, Henri; Kaakinen, Johanna K.

2016-01-01

The present study examined individual differences in the processing of different forms of figurative language. Sixty participants read sarcastic, metaphorical, and literal sentences embedded in story contexts while their eye movements were recorded, and responded to a text memory and an inference question after each story. Individual differences…

Processing of Written Irony: An Eye Movement Study

ERIC Educational Resources Information Center

Kaakinen, Johanna K.; Olkoniemi, Henri; Kinnari, Taina; Hyönä, Jukka

2014-01-01

We examined processing of written irony by recording readers' eye movements while they read target phrases embedded either in ironic or non-ironic story context. After reading each story, participants responded to a text memory question and an inference question tapping into the understanding of the meaning of the target phrase. The results of…

Scenario Planning at College of Marin.

ERIC Educational Resources Information Center

College of Marin, Kentfield, CA.

This article reviews the scenario planning process implemented at the College of Marin (California). Scenario planning is a creative process in which a group of people who share a common fate develop stories about different ways their future might unfold, and use these stories to make decisions about what path to take. The Global Business Network…

Will Microfilm and Computers Replace Clippings?

ERIC Educational Resources Information Center

Oppendahl, Alison; And Others

Four speeches are presented, each of which deals with the use of conputers to organize and retrieve news stories. The first speech relates in detail the step-by-step process devised by the "Free Press" in Detroit to analyze, categorize, code, film, process, and retrieve news stories through the use of the electronic film retrieval…

Sexual Abuse and the Grooming Process in Sport: Learning from Bella's Story

ERIC Educational Resources Information Center

Owton, Helen; Sparkes, Andrew C.

2017-01-01

Through a process of collaborative autoethnography, we explore the experiences of one female athlete named Bella who was groomed and then sexually abused by her male coach. Bella's story signals how the structural conditions and power relationships embedded in competitive sporting environments, specifically the power invested in the coach, provide…

Autobiographical Memory Sharing in Everyday Life: Characteristics of a Good Story

ERIC Educational Resources Information Center

Baron, Jacqueline M.; Bluck, Susan

2009-01-01

Storytelling is a ubiquitous human activity that occurs across the lifespan as part of everyday life. Studies from three disparate literatures suggest that older adults (as compared to younger adults) are (a) less likely to recall story details, (b) more likely to go off-target when sharing stories, and, in contrast, (c) more likely to receive…

The Good Path: Ojibwe Learning and Activity Book for Kids.

ERIC Educational Resources Information Center

Peacock, Thomas; Wisuri, Marlene

This book presents the story of the Ojibwe, also called the Anishinaabe, Chippewa, or Ojibway people, who live in southern Canada and the north-central United States. Written for young people, the Ojibwe story combines history with cultural stories and an introduction to the Good Path--the values that form Ojibwe philosophy. Each chapter covers…

A List of Novels for Teaching Business Ethics in the 21st Century

ERIC Educational Resources Information Center

Michaelson, Christopher

2017-01-01

The use of stories in business ethics education is arguably as old as business ethics education. Recent advances in the psychology of stories show us how stories promote consideration of the human impact of business activity. While several books, journal articles, and other sources provide resource lists of novels and dramas for business ethics…

Using Story Boxes in Language Learning

ERIC Educational Resources Information Center

Collins, Rita

2009-01-01

Story boxes and story bags are containers for holding realia that are used to enhance reading and provide a variety of activities for encouraging language acquisition and use. Whatever the packaging, these are good ways to develop students' interest in books. Using realia, or real-life objects, to teach a foreign language is not a novel concept.…

78 FR 27973 - Agency Information Collection Activities; Submission to OMB for Review and Approval; Public...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-13

...-1984. Information Collection Request Title: Organ Donation/Transplant Life Stories (OMB No. 0915-xxxx... donor and recipient life stories which in a recent evaluation study were shown to raise interest on the... families the opportunity to voluntarily submit their stories to DoT via a standardized online form. The...

Publicly Available Online Tool Facilitates Real-Time Monitoring Of Vaccine Conversations And Sentiments.

PubMed

Bahk, Chi Y; Cumming, Melissa; Paushter, Louisa; Madoff, Lawrence C; Thomson, Angus; Brownstein, John S

2016-02-01

Real-time monitoring of mainstream and social media can inform public health practitioners and policy makers about vaccine sentiment and hesitancy. We describe a publicly available platform for monitoring vaccination-related content, called the Vaccine Sentimeter. With automated data collection from 100,000 mainstream media sources and Twitter, natural-language processing for automated filtering, and manual curation to ensure accuracy, the Vaccine Sentimeter offers a global real-time view of vaccination conversations online. To assess the system's utility, we followed two events: polio vaccination in Pakistan after a news story about a Central Intelligence Agency vaccination ruse and subsequent attacks on health care workers, and a controversial episode in a television program about adverse events following human papillomavirus vaccination. For both events, increased online activity was detected and characterized. For the first event, Twitter response to the attacks on health care workers decreased drastically after the first attack, in contrast to mainstream media coverage. For the second event, the mainstream and social media response was largely positive about the HPV vaccine, but antivaccine conversations persisted longer than the provaccine reaction. Using the Vaccine Sentimeter could enable public health professionals to detect increased online activity or sudden shifts in sentiment that could affect vaccination uptake. Project HOPE—The People-to-People Health Foundation, Inc.

Digital stories as a tool for health promotion and youth engagement.

PubMed

Fletcher, Sarah; Mullett, Jennifer

2016-08-15

To provide opportunities for intergenerational knowledge sharing for healthy lifestyles; to facilitate youth and Elder mentorship; and to increase the self-esteem of youth by celebrating identity, cultural practices and community connection through the creation and sharing of digital stories. A youth research team (8 youth) aged 13-25, youth participants (60 core participants and 170 workshop participants) and Elders (14) from First Nations communities. The project was conducted with participants from several communities on Vancouver Island through on-site workshops and presentations. Youth and Elders were invited to a 3-day digital story workshop consisting of knowledge-sharing sessions by Elders and digital story training by the youth research team. Workshop attendees returned to their communities to develop stories. The group re-convened at the university to create digital stories focused on community connections, family histories and healthy lifestyles. During the following year the research team delivered instructional sessions in communities on the digital story process. The youth involved reported increased pride in community as well as new or enhanced relationships with Elders. The digital stories method facilitated intergenerational interactions and engaged community members in creating a digital representation of healthy lifestyles. The process itself is an intervention, as it affords critical reflection on historical, cultural and spiritual ideas of health and what it means to be healthy in an Aboriginal community. It is a particularly relevant health promotion tool in First Nations communities with strong oral history traditions.

Sex Differences in Memory for Sexually-Relevant Information

PubMed Central

McCall, Katie M.; Rellini, Alessandra H.; Seal, Brooke N.

2010-01-01

The present study was conducted in an attempt to examine potential differences between men and women in memory for sexually relevant information. A total of 77 undergraduate students (31 men, 46 women) read a sexual story and completed memory tasks in response to the story. Based on previous research, we hypothesized that differences would exist between men and women for different types of sexual information and we hoped to understand whether specific variables (sexual experiences, sexual functioning, and reactions to the sexual story) could explain such differences. Men were more likely to remember erotic or explicit details of the story, whereas women were more likely to remember love and emotional bonding details of the story. Additionally, women were more likely to recall information referencing the characters in the story. Results from regression analyses indicated that sexual desire and satisfaction were related to differences in recall and recognition of the love and emotional bonding aspects of the story, and that frequency of sexual intercourse was related to differences in the recall of erotic or explicit details of the story. The significant results obtained in this study correspond to previously established sex differences in memory for sexual information. PMID:17186127

Constructing a Sense of Story: One Block at a Time

ERIC Educational Resources Information Center

Robertson-Eletto, Joanne; Guha, Smita; Marinelli, Marina

2017-01-01

This photo essay focuses upon the literacy practices of two groups of preschoolers as they built, illustrated, and dictated stories in response to their participation in a "Castle Project." Data, including literacy artifacts, photodocumentation, sociodramatic play scenarios, and conversations are qualitatively analyzed, coded, and…

Story Starters on the Aztecs, Incas, and Mayas. A Creative Writing Program.

ERIC Educational Resources Information Center

Henrich, Steve; Henrich, Jean

Designed to supplement an established language arts and social studies program, this books deals with the Aztecs, Incas, and Mayas of Latin America. All of the "Story Starter" books are intended to give a variety of vocabulary and story ideas to help with the writing process. Each of the books is divided into four main sections: (1) an…

Stories and Science: Stirring Children's Imagination

ERIC Educational Resources Information Center

Seeley, Claire; Gallagher, Sarah

2014-01-01

Stories are a place where magical things happen, where ideas are challenged, where the imagination runs free and questions are asked. They are a safe place, where the reader can walk about with new identities, try new ideas, process life's ups and downs and make new meanings. This makes stories the perfect place for creative learning. In this…

Tales for Trainers. Using Stories and Metaphors to Facilitate Learning.

ERIC Educational Resources Information Center

Parkin, Margaret

This book is a resource for trainers or managers who provide training. The book is divided into two parts. Part one provides a brief overview of stories, metaphors, and myths and the purpose they have played over the years--and still do today. It explains how and why stories help to facilitate the learning process, and it gives guidance on where…

Effects of Psychological Attention on Pronoun Comprehension

PubMed Central

Arnold, Jennifer E.; Lao, Shin-Yi C.

2015-01-01

Pronoun comprehension is facilitated for referents that are focused in the discourse context. Discourse focus has been described as a function of attention, especially shared attention, but few studies have explicitly tested this idea. Two experiments used an exogenous capture cue paradigm to demonstrate that listeners’ visual attention at the onset of a story influences their preferences during pronoun resolution later in the story. In both experiments trial-initial attention modulated listeners’ transitory biases while considering referents for the pronoun, whether it was in response to the capture cue or not. These biases even had a small influence on listeners’ final interpretation of the pronoun. These results provide independently-motivated evidence that the listener’s attention influences the on-line processes of pronoun comprehension. Trial-initial attentional shifts were made on the basis of non-shared, private information, demonstrating that attentional effects on pronoun comprehension are not restricted to shared attention among interlocutors. PMID:26191533

Brenna's story: A critical reflection and analysis of one mother's experience of navigating the medical system with a child with intellectual disabilities.

PubMed

Bye, Amanda; Aston, Megan

2016-03-01

Children with intellectual disabilities spend more time in the health-care system than mainstream children. Parents have to learn how to navigate the system by coordinating appointments, understanding the referral process, knowing what services are available, and advocating for those services. This places an incredible amount of responsibility on families. This article is one mother's personal story and reflection about her journey through the Canadian health-care system in Nova Scotia, with her daughter who has an intellectual disability. The reflection identifies moments of tension experienced by a mother and how she was expected to be a medical system navigator, doctor-educator, time manager, and care coordinator and the roles that led to feelings of repression, extreme frustration, and fear. A final discussion offers an analysis of her experience, using concepts from feminist post-structuralism. © The Author(s) 2015.

Suicide and Western culture.

PubMed

Pridmore, Saxby; McArthur, Milford

2009-02-01

The aim of this paper is to examine the cultural roots and transmission of Western suicide and suicidal behaviour. We explored a period of antiquity (mythical Greece-61 CE) and selected accounts of 10 prominent suicides. The precipitating circumstances were tabulated and an assessment made of the most likely attendant emotions. The same process was followed for a recent period (1994-2008), from which 10 suicides were identified. The precipitating circumstances and the attendant emotions were compared. These circumstances and emotions were then compared to statements commonly encountered in clinical practice from people demonstrating suicidal behaviour. Finally, we looked for evidence that these stories (and the response models) had entered Western culture. Precipitating circumstances, loss of a loved one, actual or imminent execution or imprisonment, other losses and public disgrace, and the negative emotions of shame, guilt, fear, anger, grief and sorrow were common to both historical periods. These circumstances and emotions are similar to those commonly expressed by people who have demonstrated suicidal behaviour. There was a clear record (literature, visual arts) of these stories forming part of our cultural heritage. Models of maladaptive responses to certain adverse circumstances are part of Western culture. Suicide as a response to certain circumstances and negative emotions can be traced back more than 2000 years. Cultural change will be necessary to minimize suicide.

Lucid dreams: their advantage and disadvantage in the frame of search activity concept

PubMed Central

Rotenberg, Vadim S.

2015-01-01

Search activity (SA) is the behavioral and mental activity that is oriented to changes of the environment or of the subject's view and approach to the environment according to personal needs without the definite probability forecast of the outcomes of such activity, but with a regular consideration of the outcomes in the process of active behavior. Dream's lucidity (the subject's realization that he/she is dreaming) protects dreamer from awakenings during emotionally disturbing or frustrating dreams, because lucid dreams allow subject to feel separated from the dream events that may cause a feeling of helplessness. Due to such a protection from awakenings that can bring subject back to the frustration in wakefulness, subject can turn in the further sleep to normal non-lucid dreams that are restoring subject's SA in the subsequent wakefulness (activity in the uncertain situation with the feedback between behavior and its outcome). It is the advantage of lucid dreams. Their disadvantage is that due to the separation from the dream events that are in lucid dreams accepted as rationalized dreams, not as real stories where the dreamer acts like in wakefulness, their ability to restore SA is decreased until they are not displaced by the normal non-lucid dreams accepted as real stories. PMID:26483727

Multimodal human communication--targeting facial expressions, speech content and prosody.

PubMed

Regenbogen, Christina; Schneider, Daniel A; Gur, Raquel E; Schneider, Frank; Habel, Ute; Kellermann, Thilo

2012-05-01

Human communication is based on a dynamic information exchange of the communication channels facial expressions, prosody, and speech content. This fMRI study elucidated the impact of multimodal emotion processing and the specific contribution of each channel on behavioral empathy and its prerequisites. Ninety-six video clips displaying actors who told self-related stories were presented to 27 healthy participants. In two conditions, all channels uniformly transported only emotional or neutral information. Three conditions selectively presented two emotional channels and one neutral channel. Subjects indicated the actors' emotional valence and their own while fMRI was recorded. Activation patterns of tri-channel emotional communication reflected multimodal processing and facilitative effects for empathy. Accordingly, subjects' behavioral empathy rates significantly deteriorated once one source was neutral. However, emotionality expressed via two of three channels yielded activation in a network associated with theory-of-mind-processes. This suggested participants' effort to infer mental states of their counterparts and was accompanied by a decline of behavioral empathy, driven by the participants' emotional responses. Channel-specific emotional contributions were present in modality-specific areas. The identification of different network-nodes associated with human interactions constitutes a prerequisite for understanding dynamics that underlie multimodal integration and explain the observed decline in empathy rates. This task might also shed light on behavioral deficits and neural changes that accompany psychiatric diseases. Copyright © 2012 Elsevier Inc. All rights reserved.

Narratives of recovery from addictive behaviours.

PubMed

Hänninen, V; Koski-Jännes, A

1999-12-01

The purpose of this study was to look for the ways in which people who have recovered from various addictions understand and present their change process. The research material consisted of 51 autobiographical stories of people who had been able to quit their addiction to alcohol, multiple drugs, binge eating, smoking, sex and gambling. The basic logic of each narrative was first defined. The narratives were then categorized according to what they presented as the key to recovery. Composite stories were then constructed and analysed with regard to their emotional, causal, moral and ethical meanings. The analysis revealed five different story types among these self-narratives: the AA story, the growth story, the co-dependence story, the love story and the mastery story. All of them helped to make the addiction and recovery understandable, they released the protagonist from guilt and had a happy ending by which the values of the story were realized. Each story type was told predominantly by representatives of a particular gender and addiction. As there are several ways out of addictive behaviours there are also several ways to construe the change. People who try to quit addictive behaviours could be encouraged to make full use of the cultural stock of stories in creating an account that fits their own experience of defeating their particular addiction.

Folk Art Tells a Story: An Activity Guide.

ERIC Educational Resources Information Center

Thompson, Susan Conklin

Folk art tells the story of many generations and reflects cultures everywhere. It is a wonderful tool for introducing students to world cultures and traditions. This book brings the world of folk art into the classroom with extension activities that integrate art, social studies, science, language arts, and music. Organized into three sections,…

Does an Activity-Based Learning Strategy Improve Preschool Children's Memory for Narrative Passages?

ERIC Educational Resources Information Center

Biazak, Janna E.; Marley, Scott C.; Levin, Joel R.

2010-01-01

Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones ([Glenberg and Robertson, 1999] and [Glenberg and Robertson,…

Haida Story Telling Time with Activity Folder.

ERIC Educational Resources Information Center

Cogo, Robert

One in a series of curriculum materials on Southeast Alaska Natives, this booklet contains seven myths and legends from the Haida oral tradition, each accompanied by discussion questions and suggested learning activities. Intended for use in the intermediate grades, the stories are two to four pages long with many Haida words included in the text…

Social Justice Storytelling and Young Children's Active Citizenship

ERIC Educational Resources Information Center

Phillips, Louise G.

2010-01-01

This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study…

Tlingit Survival Practices and Stories with Activity Folder.

ERIC Educational Resources Information Center

Johnson, Frank

Students learn Tlingit survival practices and lore in this booklet of stories and learning activities. Five readings discuss fire making methods, edible wild foods, weather conditions, and shelter; information is related to the resources of Southeast Alaska and to typical survival situations; e.g., storms at sea and dense fogs. Narratives relate…

Storytelling Leadership: A Semiotics Theories Qualitative Inquiry into the Components Forming an Oral Story

ERIC Educational Resources Information Center

Cater, Earl F.

2015-01-01

Using semiotics theories as a guide, the qualitative examination of storytelling literature and current storytelling practitioners provides research support for a list of storytelling components. Analysis of story building components discovered from literature in comparison to the results from research questionnaire responses by current…

The Effect of Explicit Instruction for Story Grammar Code Strategy on Third Graders' Reading Comprehension

ERIC Educational Resources Information Center

De Nigris, Rosemarie Previti

2017-01-01

The hypothesis of the study was explicit gradual release of responsibility comprehension instruction (GRR) (Pearson & Gallagher, 1983; Fisher & Frey, 2008) with the researcher-created Story Grammar Code (SGC) strategy would significantly increase third graders' comprehension of narrative fiction and nonfiction text. SGC comprehension…

Health Sciences undergraduate education at UCT: a story of transformation.

PubMed

Hartman, Nadia; Kathard, Harsha; Perez, Gonda; Reid, Steve; Irlam, James; Gunston, Geney; Janse van Rensburg, Vicki; Burch, Vanessa; Duncan, Madeleine; Hellenberg, Derek; Van Rooyen, Ian; Smouse, Mantoa; Sikakane, Cynthia; Badenhorst, Elmi; Ige, Busayo

2012-03-02

Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.

Qualitative dynamics semantics for SBGN process description.

PubMed

Rougny, Adrien; Froidevaux, Christine; Calzone, Laurence; Paulevé, Loïc

2016-06-16

Qualitative dynamics semantics provide a coarse-grain modeling of networks dynamics by abstracting away kinetic parameters. They allow to capture general features of systems dynamics, such as attractors or reachability properties, for which scalable analyses exist. The Systems Biology Graphical Notation Process Description language (SBGN-PD) has become a standard to represent reaction networks. However, no qualitative dynamics semantics taking into account all the main features available in SBGN-PD had been proposed so far. We propose two qualitative dynamics semantics for SBGN-PD reaction networks, namely the general semantics and the stories semantics, that we formalize using asynchronous automata networks. While the general semantics extends standard Boolean semantics of reaction networks by taking into account all the main features of SBGN-PD, the stories semantics allows to model several molecules of a network by a unique variable. The obtained qualitative models can be checked against dynamical properties and therefore validated with respect to biological knowledge. We apply our framework to reason on the qualitative dynamics of a large network (more than 200 nodes) modeling the regulation of the cell cycle by RB/E2F. The proposed semantics provide a direct formalization of SBGN-PD networks in dynamical qualitative models that can be further analyzed using standard tools for discrete models. The dynamics in stories semantics have a lower dimension than the general one and prune multiple behaviors (which can be considered as spurious) by enforcing the mutual exclusiveness between the activity of different nodes of a same story. Overall, the qualitative semantics for SBGN-PD allow to capture efficiently important dynamical features of reaction network models and can be exploited to further refine them.

15 Easy Folktale Fingerplays with Cross-Curricular Activities. Grades K-1.

ERIC Educational Resources Information Center

Gordh, Bill

Intended for teachers and noting that folktales are a part of the oral tradition of every culture, this book presents 15 stories from many cultures that have been adapted for the "fingerplay" approach. The sequence of stories is based on the ease of sharing the fingerplay gestures with the class. Each story offers start-up ideas, as well…

Smithsonian Education - Families - Activity Sheets

Science.gov Websites

United States and design your own flag to represent you! Download and print The True Story of the Star ? See lunch boxes from the Smithsonian and design your own! Download and print It's Pop Culture, Kid Be President (PDF). The True Story of the Star-Spangled Banner The True Story of the Star-Spangled

78 FR 17417 - Agency Information Collection Activities; Submission to OMB for Review and Approval; Public...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-21

... Collection Request Title: Organ and Tissue Donor and Recipient Life Stories Form (OMB No. 0915-xxxx)--NEW... donation. Among the most visited pages on organdonor.gov are the donor and recipient life stories which in... voluntarily submit their stories to DoT via a standardized online form. The online form will be posted on...

Using Drama to Support Literacy: Activities for Children Aged 7 to 14

ERIC Educational Resources Information Center

Goodwin, John

2006-01-01

The power of drama provides a real context for narrative writing, and in this book the tool kit of drama strategies has been laid out and used effectively by teachers across a wider range of imaginary contexts. Using drama makes possible a vast range of themes and story contexts which enthuse and hook children into the writing process. The real…

Missing Stories: The Messy Processes, Multifaceted Risks, & Multiple Roles of Critical Ethnographers

ERIC Educational Resources Information Center

Howard, Joy; Thompson, Candace; Nash, Kindel; Rodriguez, Sophia

2016-01-01

In this article, four critical ethnographers reflect on dilemmas that arose during individual research projects. We grappled with the question: What does critical ethnography require from us as we work to represent stories that emerge in contexts where students and/or teachers have been marginalized? After engaging in a three-year process of…

Mathematics and Science Teachers' Perceptions about Using Drama during the Digital Story Creation Process

ERIC Educational Resources Information Center

Yuksekyalcin, Gozen; Tanriseven, Isil; Sancar-Tokmak, Hatice

2016-01-01

This case study investigated math and science teachers' perceptions about the use of creative drama during a digital story (DS) creation process for educational purposes. A total of 25 secondary science and math teachers were selected according to criterion sampling strategy to participate in the study. Data were collected through an open-ended…

Ethical Issues in Covering Teen Suicide Stories: Deadly Dilemmas and Fatal Flaws.

ERIC Educational Resources Information Center

Willey, Susan

A study examined news coverage by "The Saint Petersburg Times" of a local double teen suicide in August 1993. Focusing on how the story was covered, the study explored the newspaper's decision-making process, analyzing the process in relation to standard philosophical methods in ethics and recognized journalistic principles. As background,…

The Need for (Digital) Story: First Graders Using Digital Tools to Tell Stories

ERIC Educational Resources Information Center

Solomon, Marva Jeanine

2010-01-01

The purpose of this study was to explore the process and product of African American First Graders as they participated in digital storytelling. Of interest was the role digital tools played in the creation process. Eight participants participated in 18 study sessions during which they composed, recorded, and then shared their digital texts with…

Sophie’s story: writing missing journeys

PubMed Central

Stevenson, Olivia

2014-01-01

‘Sophie’s story’ is a creative rendition of an interview narrative gathered in a research project on missing people. The paper explains why Sophie’s story was written and details the wider intention to provide new narrative resources for police officer training, families of missing people and returned missing people. We contextualize this cultural intervention with an argument about the transformative potential of writing trauma stories. It is suggested that trauma stories produce difficult and unknown affects, but ones that may provide new ways of talking about unspeakable events. Sophie’s story is thus presented as a hopeful cultural geography in process, and one that seeks to help rewrite existing social scripts about missing people. PMID:29710880

The effects of general pretrial publicity on juror decisions: an examination of moderators and mediating mechanisms.

PubMed

Kovera, Margaret Bull

2002-02-01

Two studies examined three moderators (gender, attitudes, and media slant) and four mediators (accessibility, evidence importance, evidence plausibility, and standards of guilt) of general pretrial publicity's influence on juror decisions. In Study 1, participants who watched a prodefense rape story were more likely to report that they would need more inculpatory evidence to convict a defendant of rape than were participants who watched a proprosecution rape story. In Study 2, participants watched news stories, one of which was a proprosecution rape story, a prodefense rape story, or a nonrape story. In an ostensibly unrelated study, participants indicated their attitudes toward rape, watched a rape trial, and provided trial and witness ratings. Accessibility did not mediate the media effects on participants' judgments of rape importance; however, attitudes moderated media effects. Rape news influenced juror ratings of the importance of evidence about the complainant's behavior. Finally, media altered the standards participants used to determine defendant guilt. Implications for understanding the mechanisms responsible for pretrial publicity effects are discussed.

Story-Based Pedagogical Agents: A Scaffolding Design Approach for the Process of Historical Inquiry in a Web-Based Self-Learning Environment

ERIC Educational Resources Information Center

Fujimoto, Toru

2010-01-01

The purpose of this research was to design and evaluate a web-based self-learning environment for historical inquiry embedded with different types of instructional support featuring story-based pedagogical agents. This research focused on designing a learning environment by integrating story-based instruction and pedagogical agents as a means to…

The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children

ERIC Educational Resources Information Center

Strasser, Katherine; del Río, Francisca

2014-01-01

Recent studies have revealed that preschoolers' story comprehension is influenced by several basic as well as complex cognitive and linguistic processes. Among the abilities known to be relevant for young children's understanding of stories are the size of their vocabulary, their inference-making ability, and their working memory. In this study,…

Damage detection of building structures under ambient excitation through the analysis of the relationship between the modal participation ratio and story stiffness

NASA Astrophysics Data System (ADS)

Park, Hyo Seon; Oh, Byung Kwan

2018-03-01

This paper presents a new approach for the damage detection of building structures under ambient excitation based on the inherent modal characteristics. In this study, without the extraction of modal parameters widely utilized in the previous studies on damage detection, a new index called the modal participation ratio (MPR), which is a representative value of the modal response extracted from dynamic responses measured in ambient vibration tests, is proposed to evaluate the change of the system of a structure according to the reduction of the story stiffness. The relationship between the MPR, representing a modal contribution for a specific mode and degree of freedom in buildings, and the story stiffness damage factor (SSDF), representing the extent of reduction in the story stiffness, is analyzed in various damage scenarios. From the analyses with three examples, several rules for the damage localization of building structures are found based on the characteristics of the MPR variation for the first mode subject to change in the SSDF. In addition, a damage severity function, derived from the relationship between the MPR for the first mode in the lowest story and the SSDF, is constructed to identify the severity of story stiffness reduction. Furthermore, the locations and severities of multiple damages are identified via the superposition of the presented damage severity functions. The presented method was applied to detect damage in a three-dimensional reinforced concrete (RC) structure.

Connecting the Dots between PubMed Abstracts

PubMed Central

Hossain, M. Shahriar; Gresock, Joseph; Edmonds, Yvette; Helm, Richard; Potts, Malcolm; Ramakrishnan, Naren

2012-01-01

Background There are now a multitude of articles published in a diversity of journals providing information about genes, proteins, pathways, and diseases. Each article investigates subsets of a biological process, but to gain insight into the functioning of a system as a whole, we must integrate information from multiple publications. Particularly, unraveling relationships between extra-cellular inputs and downstream molecular response mechanisms requires integrating conclusions from diverse publications. Methodology We present an automated approach to biological knowledge discovery from PubMed abstracts, suitable for “connecting the dots” across the literature. We describe a storytelling algorithm that, given a start and end publication, typically with little or no overlap in content, identifies a chain of intermediate publications from one to the other, such that neighboring publications have significant content similarity. The quality of discovered stories is measured using local criteria such as the size of supporting neighborhoods for each link and the strength of individual links connecting publications, as well as global metrics of dispersion. To ensure that the story stays coherent as it meanders from one publication to another, we demonstrate the design of novel coherence and overlap filters for use as post-processing steps. Conclusions We demonstrate the application of our storytelling algorithm to three case studies: i) a many-one study exploring relationships between multiple cellular inputs and a molecule responsible for cell-fate decisions, ii) a many-many study exploring the relationships between multiple cytokines and multiple downstream transcription factors, and iii) a one-to-one study to showcase the ability to recover a cancer related association, viz. the Warburg effect, from past literature. The storytelling pipeline helps narrow down a scientist's focus from several hundreds of thousands of relevant documents to only around a hundred stories. We argue that our approach can serve as a valuable discovery aid for hypothesis generation and connection exploration in large unstructured biological knowledge bases. PMID:22235301

Digital Health Communication and Global Public Influence: A Study of the Ebola Epidemic.

PubMed

Roberts, Hal; Seymour, Brittany; Fish, Sands Alden; Robinson, Emily; Zuckerman, Ethan

2017-01-01

Scientists and health communication professionals expressed frustration over the relationship between misinformation circulating on the Internet and global public perceptions of and responses to the Ebola epidemic originating in West Africa. Using the big data platform Media Cloud, we analyzed all English-language stories about keyword "Ebola" published from 1 July 2014 to 17 November 2014 from the media sets U.S. Mainstream Media, U.S. Regional Media, U.S. Political Blogs, U.S. Popular Blogs, Europe Media Monitor, and Global Voices to understand how social network theory and models of the networked global public may have contributed to health communication efforts. 109,400 stories met our inclusion criteria. The CDC and WHO were the two media sources with the most inlinks (hyperlinks directed to their sites). Twitter was fourth Significantly more public engagement on social media globally was directed toward stories about risks of U.S. domestic Ebola infections than toward stories focused on Ebola infections in West Africa or on science-based information. Corresponding public sentiments about Ebola were reflected in the policy responses of the international community, including violations of the International Health Regulations and the treatment of potentially exposed individuals. The digitally networked global public may have influenced the discourse, sentiment, and response to the Ebola epidemic.

Promoting positive youth development and highlighting reasons for living in Northwest Alaska through digital storytelling.

PubMed

Wexler, Lisa; Gubrium, Aline; Griffin, Megan; DiFulvio, Gloria

2013-07-01

Using a positive youth development framework, this article describes how a 3-year digital storytelling project and the 566 digital stories produced from it in Northwest Alaska promote protective factors in the lives of Alaska Native youth and serve as digital "hope kits," a suicide prevention approach that emphasizes young people's reasons for living. Digital stories are short, participant-produced videos that combine photos, music, and voice. We present process data that indicate the ways that digital stories serve as a platform for youth to reflect on and represent their lives, important relationships and achievements. In so doing, youth use the digital storytelling process to identify and highlight encouraging aspects of their lives, and develop more certain and positive identity formations. These processes are correlated with positive youth health outcomes. In addition, the digital stories themselves serve as reminders of the young people's personal assets--their reasons for living--after the workshop ends. Young people in this project often showed their digital stories to those who were featured positively within as a way to strengthen these interpersonal relationships. Evaluation data from the project show that digital storytelling workshops and outputs are a promising positive youth development approach. The project and the qualitative data demonstrate the need for further studies focusing on outcomes related to suicide prevention.

Food Labels Tell the Story!

MedlinePlus

... Environment & Health Healthy Living Pollution Reduce, Reuse, Recycle Science – How It Works The Natural World Games Brainteasers Puzzles Riddles Songs Activities Be a Scientist Coloring Science Experiments Stories Lessons Topics Expand Environment & Health Healthy ...

Being There in the Midst of the Story: How Immersive Journalism Affects Our Perceptions and Cognitions.

PubMed

Sundar, S Shyam; Kang, Jin; Oprean, Danielle

2017-11-01

Immersive journalism in the form of virtual reality (VR) headsets and 360°-video is becoming more mainstream and is much touted for inducing greater "presence" than traditional text. But, does this presence influence psychological outcomes of reading news, such as memory for story content, perceptions of credibility, and empathy felt toward story characters? We propose that two key technological affordances of VR (modality and interactivity) are responsible for triggering three presence-related cognitive heuristics (being-there, interaction, and realism), which influence news readers' memory and their perceptions of credibility, empathy, and story-sharing intentions. We report a 3 (storytelling medium: VR vs. 360°-video vs. Text) × 2 (story: "The displaced" and "The click effect") mixed-factorial experiment, in which participants (N = 129) experienced two New York Times stories (that differed in their emotional intensity) using one of the three mediums (VR, 360°-video, Text). Participants who experienced the stories using VR and 360°-video outperformed those who read the same stories using text with pictures, not only on such presence-related outcomes as being-there, interaction, and realism, but also on perceived source credibility, story-sharing intention, and feelings of empathy. Moreover, we found that senses of being-there, interaction, and realism mediated the relationship between storytelling medium and reader perceptions of credibility, story recall, and story-sharing intention. These findings have theoretical implications for the psychology of virtual reality, and practical applications for immersive journalism in particular and interactive media in general.

Inhibition-of-return at multiple locations in visual space.

PubMed

Wright, R D; Richard, C M

1996-09-01

Inhibition-of-return is thought to be a visual search phenomenon characterized by delayed responses to targets presented at recently cued or recently fixated locations. We studied this inhibition effect following the simultaneous presentation of multiple location cues. The results indicated that response inhibition can be associated with as many as four locations at the same time. This suggests that a purely oculomotor account of inhibition-of-return is oversimplified. In short, although oculomotor processes appear to play a role in inhibition-of-return they may not tell the whole story about how it occurs because we can only program and execute eye movements to one location at a time.

Art Tells a Story. Museum by Mail. Classroom Guide.

ERIC Educational Resources Information Center

Faber-Savage, Roxanne

This kit looks at 10 works of art from ancient to modern times and explores their myths, histories, artistic styles, and stories about art and artists. The kit includes goals and background information, 10 slides with slide presentation, art and writing activities, 5 laminated reproductions, and a bibliography. Activities are related to the 10…

Conceptual Coordination Bridges Information Processing and Neurophysiology

NASA Technical Reports Server (NTRS)

Clancey, William J.; Norrig, Peter (Technical Monitor)

2000-01-01

Information processing theories of memory and skills can be reformulated in terms of how categories are physically and temporally related, a process called conceptual coordination. Dreaming can then be understood as a story understanding process in which two mechanisms found in everyday comprehension are missing: conceiving sequences (chunking categories in time as a categorization) and coordinating across modalities (e.g., relating the sound of a word and the image of its meaning). On this basis, we can readily identify isomorphisms between dream phenomenology and neurophysiology, and explain the function of dreaming as facilitating future coordination of sequential, cross-modal categorization (i.e., REM sleep lowers activation thresholds, "unlearning").

A medical perspective on the adventures of Sherlock Holmes.

PubMed

Reed, J

2001-12-01

The adventures of Sherlock Holmes, although primarily famous as stories of detection of crime, offer a considerable amount to interest the medical reader. There are many medical references in the stories, and the influence of Conan Doyle's medical background is clearly seen in the main characters. Aspects of the stories also reflect Conan Doyle's medical career, and also something of his attitude towards the profession. From Holmes's sayings and accounts of his methods, parallels can be drawn between Holmesian deduction and the diagnostic process. It is concluded, however, that deduction cannot be used as a direct paradigm since medical problems are rarely soluble through a process of logic alone.

Handbook for Implementing Agile in Department of Defense Information Technology Acquisition

DTIC Science & Technology

2010-12-15

Wire-frame Mockup of iTunes Cover Flow Feature (source: http://www.balsamiq.com/products/mockups/examples#mytunez...programming. The JOPES customer was included early in the development process in order to understand requirements management (story cards ), observe...transition by teaching the new members Agile processes, such as story card development, refactoring, and pair programming. Additionally, the team worked to

Marvels of Science: 50 Fascinating 5-minute Reads.

ERIC Educational Resources Information Center

Haven, Kendall

This book is a collection of 50 stories of the people, events, and processes that give us our rich scientific heritage with the goal of fostering an appreciation for the process of science and for the great variety of personalities that have graced the world of science. In addition to the actual text, each story in this book contains focusing and…

Negotiations of the Ageing Process: Older Adults' Stories of Sports Participation

ERIC Educational Resources Information Center

Dionigi, Rylee A.; Horton, Sean; Baker, Joseph

2013-01-01

The purpose of this paper is to examine the talk of older athletes, with particular focus on how the context of sport helps them negotiate the ageing process. It draws on personal stories provided by 44 World Masters Games competitors (23 women; 21 men; aged 56-90 years; "M" = 72). Four themes emerged: "There's no such thing as…

Central load reduces peripheral processing: Evidence from incidental memory of background speech.

PubMed

Halin, Niklas; Marsh, John E; Sörqvist, Patrik

2015-12-01

Is there a trade-off between central (working memory) load and peripheral (perceptual) processing? To address this question, participants were requested to undertake an n-back task in one of two levels of central/cognitive load (i.e., 1-back or 2-back) in the presence of a to-be-ignored story presented via headphones. Participants were told to ignore the background story, but they were given a surprise memory test of what had been said in the background story, immediately after the n-back task was completed. Memory was poorer in the high central load (2-back) condition in comparison with the low central load (1-back) condition. Hence, when people compensate for higher central load, by increasing attentional engagement, peripheral processing is constrained. Moreover, participants with high working memory capacity (WMC) - with a superior ability for attentional engagement - remembered less of the background story, but only in the low central load condition. Taken together, peripheral processing - as indexed by incidental memory of background speech - is constrained when task engagement is high. © 2015 The Authors. Scandinavian Journal of Psychology published by Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Crisis and Emergency Risk Messaging in Mass Media News Stories: Is the Public Getting the Information They Need to Protect Their Health?

PubMed

Parmer, John; Baur, Cynthia; Eroglu, Dogan; Lubell, Keri; Prue, Christine; Reynolds, Barbara; Weaver, James

2016-10-01

The mass media provide an important channel for delivering crisis and emergency risk information to the public. We conducted a content analysis of 369 newspaper and television broadcast stories covering natural disaster and foodborne outbreak events and coded for seven best practices in crisis and emergency risk messaging. On average, slightly less than two (1.86) of the seven best practices were included in each story. The proportion of stories including individual best practices ranged from 4.6% for "expressing empathy" to 83.7% for "explaining what is known" about the event's impact to human health. Each of the other five best practices appeared in less than 25% of stories. These results suggest much of the risk messaging the public receives via mass media does not follow best practices for effective crisis and emergency communication, potentially compromising public understanding and actions in response to events.

Key Competencies, Assessment and Learning Stories

ERIC Educational Resources Information Center

Davis, Keryn; Wright, Jocelyn; Carr, Margaret; Peters, Sally

2013-01-01

Developed in response to a strong interest in the use of Learning Stories in schools, this resource is designed to answer some common questions asked by teachers. The assessment of Key Competencies is a topic that deserves a lot of discussion. A Key Competency is complex: it includes social, emotional, cognitive and cultural aspects, and is…

Providing Recent Literature without Violating the Copyright Law (The Round Table).

ERIC Educational Resources Information Center

Gillis, Candida; And Others

1992-01-01

Provides the responses of five teachers to the problem of providing a variety of recent short stories, poems, essays and other shorter works for students without violating copyright restrictions. Offers such solutions as using home-grown literature, other students' stories, favorite classroom magazines, old copies of venerable magazines, and…

Running Roughshod: An Ethical Dilemma in Creative Nonfiction.

ERIC Educational Resources Information Center

Perl, Sondra

2001-01-01

Notes that because creative nonfiction exists at the boundary between fiction and nonfiction, reality and recreations of reality, and emotional and factual truth, it raises vexing issues. Discusses what carries more weight: the responsibility to a participant in a story or to the larger story of which she is an important part. Wonders if telling…

Defense.gov - Dignity, Honor, Respect - For the Fallen

Science.gov Websites

combat operation passes through Dover Air Force Base, Del. The responsibility, and honor, of preparing Operations Center. Stories Dignified Transfer Pays Tribute to Fallen DOVER AIR FORCE BASE, Del., March 12 vehicle to the Air Force Mortuary Affairs Operations Center at Dover Air Force Base, Del. Story Center

Testing the effect of framing and sourcing in health news stories.

PubMed

Coleman, Renita; Thorson, Esther; Wilkins, Lee

2011-10-01

This study examines whether changing the way news stories report on health can induce shifts in readers' perceptions of problems of obesity, diabetes, immigrant health, and smoking. The authors manipulated two variables in a controlled experiment: the quality of sourcing-the number of sources and their expertise-and the framing-changing from an episodic, traditional frame to a thematic frame that incorporated information on context, risk factors, prevention strategies, and social attributions of responsibility. The authors found that a thematic frame made readers more supportive of public policy changes and encouraged them to improve their own health behaviors. However, it did not alter their attributions of responsibility for health problems from one of blaming individuals to seeing the larger social factors. Adding richer sourcing to the thematic frame did not increase these effects, nor did readers find the thematic stories to be more interesting, relevant, believable, important, and informative. In addition, there were differential results because of story topics that represent uncontrolled effects. The implications for improving health reporting to encourage positive change in society are discussed.

Audience responses to television news coverage of medical advances: The mediating role of audience emotions and identification.

PubMed

Hong, Hyehyun

2015-08-01

Exemplifying a real person in news stories has become a popular journalistic technique to describe an event or issue. With the frequent appearance of medical news reports in local television in recent years, this news presentation style is widely believed to help audiences better engage in and understand complex medical information and to influence their perceptions and judgments. In terms of television news coverage of medical advances, this study investigates how audiences respond to embedded human examples (mainly patients who experience benefits from the advances) and to overall news stories, and how such responses are related to their perception of portrayed medical advances. The experimental results indicate that news stories with a human example were more likely to intensify the audience's positive emotions than those without, which in turn influenced favorable perceptions of the described medical advance. In addition, the extent to which the audience identified with a human example (in particular, sympathy) mediated the relationship between the audience's involvement in the news story and its perception of the portrayed medical advance. © The Author(s) 2014.

False Belief Reasoning in Adults with and without Autistic Spectrum Disorder: Similarities and Differences.

PubMed

Sommer, Monika; Döhnel, Katrin; Jarvers, Irina; Blaas, Lore; Singer, Manuela; Nöth, Victoria; Schuwerk, Tobias; Rupprecht, Rainer

2018-01-01

A central diagnostic criteria for autism spectrum disorder (ASD) is the qualitative impairment in reciprocal social interaction and a prominent hypotheses that tried to explain this impairment is the Theory of Mind (ToM) deficit hypotheses. On a behavioral level the critical test for having a ToM, the understanding of false beliefs (FB), is often used for testing ToM abilities in individuals with ASD. Investigating the neural underpinnings several neuroimaging studies revealed a network of areas involved in FB reasoning in neurotypical individuals. For ASD individuals the neural correlates of false belief processing are largely unknown. Using functional magnetic resonance imaging and an adapted unexpected transfer task, that makes it possible to distinguish between the computation of diverging beliefs and the selection of a belief-associated response, we investigated a group of adult high-functioning individuals with ASD ( N = 15) and an age and IQ matched group of neurotypical adults (NT; N = 15). On the behavioral level we found no group differences. On the neural level, results were two-fold: In the story phase, in which participants had to compute whether the character's belief is congruent or incongruent to their own belief, there were no differences between neurotypical participants and those diagnosed with ASD. But, in the subsequent question phase, participants with ASD showed increased activity in the bilateral anterior prefrontal cortex, the left posterior frontal cortex, the left superior temporal gyrus, and the left temporoparietal area. These results suggest that during the story phase in which the participants processed observable actions the neural correlates do not differ between adult individuals with ASD and NT individuals. But in the question phase in which participants had to infer an unobservable mental state results revealed neural differences between the two groups. Possibly, these subtle neural processing differences may contribute to the fact that adult ASD individuals are able to master explicit false belief tasks but fail to apply their strategies during everyday social interaction.

False Belief Reasoning in Adults with and without Autistic Spectrum Disorder: Similarities and Differences

PubMed Central

Sommer, Monika; Döhnel, Katrin; Jarvers, Irina; Blaas, Lore; Singer, Manuela; Nöth, Victoria; Schuwerk, Tobias; Rupprecht, Rainer

2018-01-01

A central diagnostic criteria for autism spectrum disorder (ASD) is the qualitative impairment in reciprocal social interaction and a prominent hypotheses that tried to explain this impairment is the Theory of Mind (ToM) deficit hypotheses. On a behavioral level the critical test for having a ToM, the understanding of false beliefs (FB), is often used for testing ToM abilities in individuals with ASD. Investigating the neural underpinnings several neuroimaging studies revealed a network of areas involved in FB reasoning in neurotypical individuals. For ASD individuals the neural correlates of false belief processing are largely unknown. Using functional magnetic resonance imaging and an adapted unexpected transfer task, that makes it possible to distinguish between the computation of diverging beliefs and the selection of a belief-associated response, we investigated a group of adult high-functioning individuals with ASD (N = 15) and an age and IQ matched group of neurotypical adults (NT; N = 15). On the behavioral level we found no group differences. On the neural level, results were two-fold: In the story phase, in which participants had to compute whether the character's belief is congruent or incongruent to their own belief, there were no differences between neurotypical participants and those diagnosed with ASD. But, in the subsequent question phase, participants with ASD showed increased activity in the bilateral anterior prefrontal cortex, the left posterior frontal cortex, the left superior temporal gyrus, and the left temporoparietal area. These results suggest that during the story phase in which the participants processed observable actions the neural correlates do not differ between adult individuals with ASD and NT individuals. But in the question phase in which participants had to infer an unobservable mental state results revealed neural differences between the two groups. Possibly, these subtle neural processing differences may contribute to the fact that adult ASD individuals are able to master explicit false belief tasks but fail to apply their strategies during everyday social interaction. PMID:29503627

Story Time From Space — Astronomy and Astronauts Together in the Classroom

NASA Astrophysics Data System (ADS)

Bennett, Jeffrey

2015-08-01

Story Time From Space is an exciting new program in which astronauts aboard the International Space Station combine two key educational activities: (1) reading aloud science-based stories for children and (2) conducting specially built science demonstrations designed to reinforce science lessons from the stories. Both activity types are videotaped, with the videos to be posted freely on the web for access by classrooms (and individuals) around the world. Longer term plans include the creation of downloadable activities to take the lessons further. While the stories tend to focus on elementary ages, the demos are more sophisticated and can be used for middle school, high school, and even college. The first set of five books has been aboard the ISS since January 2014, with readings videotaped so far for all books in English and selected books in German and Japanese; the science demos are scheduled for launch this summer, followed by a second set of books in the fall. The first set of books, written by the presenter, focus heavily on astronomy and space science. In this presentation, I will introduce the program, how it can be used in classrooms around the world, and plans for its future development. The in-progress web site is www.storytimefromspace.com.

Using personal narrative to deepen emotional awareness of practice.

PubMed

Edwards, Sharon L

2014-08-19

Storytelling is intrinsic to human beings, and stories can explain events, stances taken and actions engaged in. When experience is represented as story it can become more organised and be used for analysis, critique and learning. Experience is important in nursing, as it is in many other practice-based professions, and it can contribute much to nurses' learning. Through a process of sharing and engaging with the author's personal stories, this article encourages nurses to begin to organise their own experiences in story form for use in learning and as part of their personal and professional development.

African media coverage of tobacco industry corporate social responsibility initiatives.

PubMed

McDaniel, Patricia A; Cadman, Brie; Malone, Ruth E

2018-02-01

Guidelines for implementing the World Health Organization's Framework Convention on Tobacco Control (FCTC) recommend prohibiting tobacco industry corporate social responsibility (CSR) initiatives, but few African countries have done so. We examined African media coverage of tobacco industry CSR initiatives to understand whether and how such initiatives were presented to the public and policymakers. We searched two online media databases (Lexis Nexis and Access World News) for all news items published from 1998 to 2013, coding retrieved items through a collaborative, iterative process. We analysed the volume, type, provenance, slant and content of coverage, including the presence of tobacco control or tobacco interest themes. We found 288 news items; most were news stories published in print newspapers. The majority of news stories relied solely on tobacco industry representatives as news sources, and portrayed tobacco industry CSR positively. When public health voices and tobacco control themes were included, news items were less likely to have a positive slant. This suggests that there is a foundation on which to build media advocacy efforts. Drawing links between implementing the FCTC and prohibiting or curtailing tobacco industry CSR programmes may result in more public dialogue in the media about the negative impacts of tobacco company CSR initiatives.

"If it bleeds it leads"? Attributes of TV health news stories that drive viewer attention.

PubMed Central

Cooper, C P; Roter, D L

2000-01-01

OBJECTIVE: Health advocates increasing y use the news media to educate the public. However, little is known about what motivates individuals to pay attention to health news. This study investigated which characteristics of TV health news stories attract viewer interest. METHODS: The authors surveyed airport patrons, the audience of a public health symposium, and municipal jurors, asking which attributes of TV heath news stories encouraged interest and which attributes discouraged interest. The authors ranked mean responses and compared them using Spearman rank correlations, RESULTS: The rankings assigned by the three samples were highly correlated. Respondents reported being most attracted to health stories about personally relevant topics. Interestingly, they also reported that sensational story elements such as "showing a bloody or injured person" and "being action packed" did not substantially influence their attention. CONCLUSIONS: This study suggests that viewers, regardless of their level of health knowledge, value the same attributes in TV health news stories. Emphasizing the personal relevance of health topics appears to be a viable strategy to capture viewer interest. Conversely, the tendency of broadcast news to sensationalize stories may be distracting in the case of health news. PMID:11059426

Impact of historical science short stories on students' attitudes and NOS understanding

NASA Astrophysics Data System (ADS)

Hall, Garrett

This study examines the impact of historical short stories on upper and lower level high school chemistry students in the second semester of a two-semester course at a large Midwestern suburban school. Research focused on improved understanding of six fundamental nature of science (NOS) concepts made explicit in the stories, recollection of historical examples from the stories that supported student NOS thinking; student attitudes toward historical stories in comparison to traditional textbook readings as well as student attitudes regarding scientists and the development of science ideas. Data collection included surveys over six NOS concepts, attitudes towards science and reading, and semi-structured interviews. Analysis of the data collected in this study indicated significant increases in understanding for three of the six NOS concepts within the upper-level students and one of the six concepts for lower level students. Students were able to draw upon examples from the stories to defend their NOS views but did so more frequently when responding verbally in comparison to written responses on the surveys. The analysis also showed that students in both levels would rather utilize historical short stories over a traditional textbook and found value in learning about scientists and how scientific ideas are developed.

"If it bleeds it leads"? Attributes of TV health news stories that drive viewer attention.

PubMed

Cooper, C P; Roter, D L

2000-01-01

Health advocates increasing y use the news media to educate the public. However, little is known about what motivates individuals to pay attention to health news. This study investigated which characteristics of TV health news stories attract viewer interest. The authors surveyed airport patrons, the audience of a public health symposium, and municipal jurors, asking which attributes of TV heath news stories encouraged interest and which attributes discouraged interest. The authors ranked mean responses and compared them using Spearman rank correlations, The rankings assigned by the three samples were highly correlated. Respondents reported being most attracted to health stories about personally relevant topics. Interestingly, they also reported that sensational story elements such as "showing a bloody or injured person" and "being action packed" did not substantially influence their attention. This study suggests that viewers, regardless of their level of health knowledge, value the same attributes in TV health news stories. Emphasizing the personal relevance of health topics appears to be a viable strategy to capture viewer interest. Conversely, the tendency of broadcast news to sensationalize stories may be distracting in the case of health news.

Ambient Vibration Testing for Story Stiffness Estimation of a Heritage Timber Building

PubMed Central

Min, Kyung-Won; Kim, Junhee; Park, Sung-Ah; Park, Chan-Soo

2013-01-01

This paper investigates dynamic characteristics of a historic wooden structure by ambient vibration testing, presenting a novel estimation methodology of story stiffness for the purpose of vibration-based structural health monitoring. As for the ambient vibration testing, measured structural responses are analyzed by two output-only system identification methods (i.e., frequency domain decomposition and stochastic subspace identification) to estimate modal parameters. The proposed methodology of story stiffness is estimation based on an eigenvalue problem derived from a vibratory rigid body model. Using the identified natural frequencies, the eigenvalue problem is efficiently solved and uniquely yields story stiffness. It is noteworthy that application of the proposed methodology is not necessarily confined to the wooden structure exampled in the paper. PMID:24227999

Earthquake response analysis of 11-story RC building that suffered damage in 2011 East Japan Earthquake

NASA Astrophysics Data System (ADS)

Shibata, Akenori; Masuno, Hidemasa

2017-10-01

An eleven-story RC apartment building suffered medium damage in the 2011 East Japan earthquake and was retrofitted for re-use. Strong motion records were obtained near the building. This paper discusses the inelastic earthquake response analysis of the building using the equivalent single-degree-of-freedom (1-DOF) system to account for the features of damage. The method of converting the building frame into 1-DOF system with tri-linear reducing-stiffness restoring force characteristics was given. The inelastic response analysis of the building against the earthquake using the inelastic 1-DOF equivalent system could interpret well the level of actual damage.

Processing Narratives Concerning Protected Values: A Cross-Cultural Investigation of Neural Correlates.

PubMed

Kaplan, Jonas T; Gimbel, Sarah I; Dehghani, Morteza; Immordino-Yang, Mary Helen; Sagae, Kenji; Wong, Jennifer D; Tipper, Christine M; Damasio, Hanna; Gordon, Andrew S; Damasio, Antonio

2017-02-01

Narratives are an important component of culture and play a central role in transmitting social values. Little is known, however, about how the brain of a listener/reader processes narratives. A receiver's response to narration is influenced by the narrator's framing and appeal to values. Narratives that appeal to "protected values," including core personal, national, or religious values, may be particularly effective at influencing receivers. Protected values resist compromise and are tied with identity, affective value, moral decision-making, and other aspects of social cognition. Here, we investigated the neural mechanisms underlying reactions to protected values in narratives. During fMRI scanning, we presented 78 American, Chinese, and Iranian participants with real-life stories distilled from a corpus of over 20 million weblogs. Reading these stories engaged the posterior medial, medial prefrontal, and temporo-parietal cortices. When participants believed that the protagonist was appealing to a protected value, signal in these regions was increased compared with when no protected value was perceived, possibly reflecting the intensive and iterative search required to process this material. The effect strength also varied across groups, potentially reflecting cultural differences in the degree of concern for protected values. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The role of stories in understanding life events: poststructural construction of the 'self'.

PubMed

Carolan, Mary

2005-07-01

An appreciation of the construction of the 'self' has the potential to enhance nursing practice. The 'self' within post-structuralism is fashioned through the social discourses and beliefs of the day. These socio-cultural determinants shape the individual and provide meaning for life events. Storytelling and the sharing of stories about these events play a key role in this process. In integrating narrative stories about 'self', individuals are provided with a link to their culture and cultural practices. Events, such as accommodating change or coming to terms with an illness diagnosis, require complex adjustments to the individual's already held identity of 'self'. Sharing stories plays a part in this adjustment and is the principal means by which individuals make sense of their experiences. This understanding of storytelling when caring for patients can encourage the nurse to exchange stories in order to provide opportunities for patients to tell their own stories.

Understanding Different Levels of Group Functionality: Activity Systems Analysis of an Intercultural Telecollaborative Multilingual Digital Storytelling Project

ERIC Educational Resources Information Center

Priego, Sabrina; Liaw, Meei-Ling

2017-01-01

An Activity Theory framework has been increasingly applied for understanding the tension or contradictions in telecollaboration. However, to date, few researchers have applied it to the analysis of digital stories, and none of them, to our knowledge, have used it to analyze the co-creation of multilingual digital stories. In this study, we explore…

Responses of two tall buildings in Tokyo, Japan, before, during, and after the M9.0 Tohoku earthquake of 11 March 2011

USGS Publications Warehouse

Çelebi, Mehmet; Hisada, Yoshiuaki; Omrani, Roshanak; Ghahari, S. Farid; Taciroglu, Ertugrul

2016-01-01

The 11 March 2011 M 9.0 Tohoku earthquake generated significant long duration shaking that propagated hundreds of kilometers from the epicenter and affected urban areas throughout much of Honshu. Recorded responses of tall buildings at several hundred km from the epicenter of the main shock and other events show tall buildings were affected by long-period motions of events at distant sources. This study presents behavioral aspects of 29-story and 30-story neighboring buildings in the Shinjuku area of Tokyo, Japan, as inferred from records retrieved from a sparse array of accelerometers deployed in the superstructures, at ground and 100 m below the ground level over a time interval covering before, during, and after the main shock. Such long-period effects are common in several regions of Japan as well as in the United States and in other seismically active countries. Permanent shifts in fundamental frequencies are observed. Drift ratios indicate possible structural nonlinear behavior occurred during the main shock. The need to consider risks to built environments from distant sources, including those in neighboring countries, is emphasized.

A Home for Toad: Using Storytelling To Teach Big6 Skills.

ERIC Educational Resources Information Center

Jansen, Barbara

1998-01-01

Describes how to use storytelling in elementary education to teach the Big6 research process. Strategies for implementation are presented, including modifying a story, writing a story based on the curriculum connection, and using puppets. (LRW)

The Primates.

ERIC Educational Resources Information Center

Naturescope, 1986

1986-01-01

Presents information about primates, including definitions and examples. Includes the activities "Thumbless Relay" and "Face It," which relate attributes of primates. Includes a story about chimpanzees along with discussion questions about the story. Reproducible worksheets and a quiz are also provided. (TW)

Making sense of it: intensive care patients' phenomenological accounts of story construction.

PubMed

Stayt, Louise C; Seers, Kate; Tutton, Liz

2016-07-01

Patients entering intensive care encounter physical and psychological stress that may lead to psychological morbidity such as depression, anxiety and post-traumatic stress. It has been suggested that constructing a story may assist psychological recovery. However, this has been minimally investigated in intensive care patients. The aim of this article is to examine the process of story construction in people's phenomenological accounts of being a patient in the technological environment of intensive care. The study design was informed by Heideggerian phenomenology. Semi-structured interviews were conducted with 19 patients who had been in intensive care for at least 4 days. Interviews were digitally recorded, transcribed and analysed utilizing Van Manen's framework for thematic analysis. Making sense of their experiences in an intensive care unit appeared to be fundamental to story construction. Themes that arose were 'why am I here?', 'filling in the gaps', 'sorting the real from the unreal' and 'searching for familiarity'. These themes describe how participants sought temporal and causal coherence in order to construct their integrated and understandable story. Families appeared to play a critical role in helping participants fill in the gaps, sorting the real from the unreal and their subsequent psychological recovery. The importance of early support from health care professionals to facilitate patients' story construction is highlighted. The study also emphasizes the role families play in supporting patients while they make sense of their experiences and the associated psychological recovery process. Further research to evaluate methods of facilitating story construction, such as nurse-led debriefing and patient diaries, is recommended. In addition, an investigation of families' perceptions of their role in assisting patients construct their story may facilitate the development of strategies by health care professionals to effectively support families in their role. © 2015 British Association of Critical Care Nurses.

Validation of Sherouk's Critical Thinking Test (SH-CTT)

ERIC Educational Resources Information Center

Kadhm, Sherouk J.

2017-01-01

This study aimed to examine the psychometric properties (reliability and validity) of the Arabic version of Sherouk's Critical Thinking Test. This test has four parts, each of which provides a story that is divided into an introduction and a scene; each story is then followed by a list of sensitive questions featuring two response options…

Sharing Responsibility for Results: Breakthrough to Literacy[R].

ERIC Educational Resources Information Center

McGraw-Hill Companies, New York, NY. Educational and Professional Publishing Group.

This report considers six schools in two urban districts that made deliberate commitments to improve student performance in early language and literacy--each story is different, yet they all share an important insight: that a school and a model provider can work together to help every child learn to read. As the stories in the report demonstrate,…

Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism

ERIC Educational Resources Information Center

Pennington, Robert C.; Ault, Melinda Jones; Schuster, John W.; Sanders, Ann

2011-01-01

In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the…

Children's Story Stem Responses: A Measure of Program Impact on Developmental Risks Associated with Dysfunctional Parenting.

ERIC Educational Resources Information Center

Robinson, JoAnn; Herot, Christine; Mantz-Simmons, Linda; Haynes, Phillip

2000-01-01

This article explores using the MacArthur Story Stem Battery to investigate the interior life of children, its potential usefulness in evaluating interventions geared to prevent dysfunctional parenting, and how the method has been adapted for use with low-income African American children. Case examples support the method's application. (Author/CR)

Telling a Good Story: Origins of Broadcast Drama Criticism.

ERIC Educational Resources Information Center

Walsh, Kay D.

To gain insight into how critical standards for broadcast drama evolved with time, this paper examines the critical response to the development of broadcast drama in the first two decades of radio (1920-1940), as reported in the periodical press. The paper is based on two underlying assumptions: (1) that the stories a society tells are indicative…

Location Matters: Investigation of Responses to Intercultural Differences and Tensions as Represented in Fictional Short Stories and Films

ERIC Educational Resources Information Center

Shim, Jenna Min

2009-01-01

In this dissertation I investigated how teachers interpreted intercultural differences and tensions embodied in fictional short stories and films. Participants in the study were 14 English teachers from China, South Korea, and the United States. My key research questions were: How are cultural differences understood and articulated by teachers…

On the Myth of the Crisis of Representation: A Response to Gilbourne, Jones and Jordan

ERIC Educational Resources Information Center

Gard, Michael

2014-01-01

The author observes that, in "Applied Utility and the Auto-Ethnographic Short Story: Persuasions for, and Illustrations of, Writing Critical Social Science," Gilbourne, Jones and Jordan present claims about why we might choose to represent auto-ethnographic data in a literary form such as short story and for the "potential" or…

Actively caring to prevent bullying in an elementary school: Prompting and rewarding prosocial behavior.

PubMed

McCarty, Shane; Teie, Sophia; McCutchen, Jenna; Geller, E Scott

2016-01-01

This field study evaluated the impact of an intervention designed to prevent bullying among elementary-school students by prompting and rewarding prosocial behavior. More specifically, teachers of 404 second-, third-, fourth-, fifth-, and sixth-grade students from an elementary school in northeast Virginia asked their students to look out for other students' prosocial behaviors (termed "actively caring") and to submit their stories about actively caring. At the start of every class day, the teachers read three of these stories and recognized one story and the two associated students (i.e., the observer and the performer) by providing each with a wristband engraved with "Actively Caring for People." For six consecutive Fridays, students reported their observations of bullying and completed a single item estimate of self-esteem. Weekly surveys revealed reductions in "being bullied" and "bullying others," as well as an increase in self-esteem.

Fiches pratiques: expression ecrite, civilisation, litterature, medias (Practice File: Written Expression, Civilization, Literature, Media).

ERIC Educational Resources Information Center

Loesel, Bernard; And Others

1987-01-01

Language class activities are outlined, including a class project to develop a detective story, a study of political advertising, creative story-writing, and the viewing of Italian television films about France. (MSE)

NREL: A Year in Clean Energy Innovations; A Review of NREL's 2011 Feature Stories

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2012-04-01

This document is a compilation of articles featuring NREL research and development, deployment, commercialization, and outreach activities in 2011. The feature stories can be found online at http:www.nrel.gov/features/.

Building capacity in a health sciences library to support global health projects.

PubMed

Lackey, Mellanye; Swogger, Susan; McGraw, Kathleen A

2014-04-01

This paper describes how a large, academic health sciences library built capacity for supporting global health at its university and discusses related outcomes. Lean budgets require prioritization and organizational strategy. A committee, with leadership responsibilities assigned to one librarian, guided strategic planning and the pursuit of collaborative, global health outreach activities. A website features case studies and videos of user stories to promote how library partnerships successfully contributed to global health projects. Collaborative partnerships were formed through outreach activities and from follow-up to reference questions. The committee and a librarian's dedicated time established the library's commitment to help the university carry out its ambitious global agenda.

Assessing disordered thoughts in preschoolers with dysregulated mood.

PubMed

Hutchison, Amanda K; Beresford, Carol; Robinson, Joann; Ross, Randal G

2010-10-01

There is rising interest in identifying precursors to bipolar disorder symptoms, including thought disorder. Thought disorder is identified in adults through self-report and in school-aged children through parent report and child story-telling. This study is an exploration to determine if preschoolers with mood dysregulation have evidence of disordered thoughts using a story-stem completion method. Participants included two groups of 3.5-6 year-old children: 20 with mood dysregulation including manic symptoms and 11 typically developing comparison children. Children were administered story completion narratives including one story where the child character accidentally cuts him/herself while pretending to cook. The children were asked to complete the stories and their responses were analyzed for atypical themes consistent with disordered thoughts such as violence or bizarreness outside of the story or props coming to life. Thirty-five percentage of symptomatic preschoolers versus 0% of typically developing preschoolers ascribed independent actions to inanimate props (p = 0.03). Eighty percentage of symptomatic preschoolers versus 9% of typically developing preschoolers utilized props in a violent or bizarre manner outside the central story (p < 0.001). Preschool children with symptoms of dysregulated mood express themes related to the unusual use of story props which may indicate disordered thoughts. This preschool expression of dysregulated mood appears similar to and possibly continuous with school-age and adult versions of bipolar disorder.

Impact of the 2012 London Olympic and Paralympic Games on physical activity of rheumatology patients.

PubMed

Müther, Michael; Williamson, Marie; Williamson, Lyn

2014-10-01

Lack of physical activity in the general population is one of the biggest health challenges we face. For rheumatology patients, and other patients with chronic disease, exercise is an essential part of disease management. However, very few patients exercise effectively.One of the aspirations of the London 2012 Olympic/Paralympic Games was to catalyze people into long-term physical activity. We surveyed our rheumatology patients at 3 high-profile times in the year after the Olympics. Two hundred fifty-three patients were enrolled within the study; the largest diagnosis subgroup being rheumatoid arthritis (36%). Ninety-five percent of our patients regard exercise as beneficial; 36% still think it does harm. Most common barriers to exercise were pain (53%), tiredness (44%), and lack of time (36%). Forty-five percent exercise daily, mostly just walking. Twnety-seven patients (16%) were motivated by the 2012 Olympic and Paralympic Games toward physical activity. They were mostly motivated by athletics' individual stories (67%), taking part in a big sports festival (11%) and demonstration of top sporting levels (4%). Eighteen patients in total (7%) increased their amount of exercise in response to the London 2012 Olympic and Paralympic Games. There was no difference between patient diagnostic groups. Only a small minority of patients increased their amount of exercise in response to the 2012 Olympic and Paralympic Games. The message about the importance of physical exercise to health needs to be clear, unambiguous, and consistent, because a significant number of patients still think that physical activity does harm. Big sporting events such as the London 2012 Olympic and Paralympic Games can be used as an opportunity to remind patients that physical activity does good and is not harmful. Athletes' individual stories could be used in future as part of a strategy to encourage exercise for all patients.

Who Are We, But for the Stories We Tell: Family Stories and Healing

PubMed Central

Kiser, Laurel J.; Baumgardner, Barbara; Dorado, Joyce

2010-01-01

Storytelling is a notable part of family life. Families share stories that illuminate and combine their separate experiences into a meaningful whole. Families narrate both their best and worst life experiences and in this way pass down a heritage of remembrances from one generation to the next. Clinicians working with families who have been impacted by trauma can use family storytelling to aid healing. This article reviews the functions of family storytelling and the skills used by family members in the act of storying to illustrate how therapists can facilitate families' use of their storytelling skills in the healing process. PMID:21197420

Do You Ever Feel That Way? A Story and Activities about Families and Feelings

ERIC Educational Resources Information Center

Kanewischer, Erica J. W.

2013-01-01

This article provides an intervention to be used with young children in the foster care or adoption system. "Do You Ever Feel That Way? A Story and Activities About Families and Feelings" is a bibliotherapy-based intervention to be used with young children who have experienced removal from their homes due to abuse or neglect. The narrative tells…

"The Very First Family": A Musical Play by Philip Hall, Based on Stories by Rudyard Kipling. Cue Sheet for Teachers.

ERIC Educational Resources Information Center

Flynn, Rosalind

Designed to be used before and after attending a performance of the musical play "The Very First Family" (in which a Stone Age family and their neighbors bring three of Rudyard Kipling's stories to life), this cue sheet for teachers presents information about the performance and suggests classroom activities. The activities in the cue…

Scary Stories You Won't Be Afraid To Use! Resources and Activities for a K-6 Audience. The Professional Growth Series.

ERIC Educational Resources Information Center

Schembri, Pamela

This book contains more than 500 "scary story" resources that are designed to fascinate, delight, and educate students in grades K-6. Written by a school librarian who thinks storytelling is essential in the classroom, the book includes many lesson plans and activities for all curricular areas--English, language arts, social studies,…

Journey through the Trials and Triumphs of Disability.

PubMed

Laas, Helen L

2012-01-01

One Woman's journey through the Trials and Triumphs of Disability , Disabled Peoples International 8th World Assembly 2011 Durban, South Africa, October 10-13, 2011. When embarking on my career as a teacher at a special school in South Africa, I never thought that a motor vehicle accident would place me in the position where my learners with disabilities suddenly saw me as an ally. Little did I realise the chasm that exists between able-bodied people and people with disabilities, or the remarkable role I would find myself in whilst actively addressing disability and Inclusive Education issues. My experiences with disability in South Africa drew encouraging attention from delegates at the Disabled People's International 8 th World Assembly when I shared my story. The resounding positive response affirmed that my experiences are not unique to nationality, gender, race or age, and are typical of the time and country in which I live, where people with disabilities are considered to have little potential, and woman with disabilities are further marginalised. In the infancy of our democracy, we are still in the early days of attending to equity amongst all South Africans. This story comprises both a narrative and a graphic presentation which run parallel, although not always telling an identical story; they complement one another and should be experienced simultaneously. Ultimately, it relates the success that can be achieved by pro-active people with disabilities as members of the South African society within their own spheres of knowledge and skill to change attitudes and practices of people without disabilities in education and local communities.

Journey through the Trials and Triumphs of Disability

PubMed Central

2012-01-01

One Woman’s journey through the Trials and Triumphs of Disability, Disabled Peoples International 8th World Assembly 2011 Durban, South Africa, October 10–13, 2011. When embarking on my career as a teacher at a special school in South Africa, I never thought that a motor vehicle accident would place me in the position where my learners with disabilities suddenly saw me as an ally. Little did I realise the chasm that exists between able-bodied people and people with disabilities, or the remarkable role I would find myself in whilst actively addressing disability and Inclusive Education issues. My experiences with disability in South Africa drew encouraging attention from delegates at the Disabled People’s International 8th World Assembly when I shared my story. The resounding positive response affirmed that my experiences are not unique to nationality, gender, race or age, and are typical of the time and country in which I live, where people with disabilities are considered to have little potential, and woman with disabilities are further marginalised. In the infancy of our democracy, we are still in the early days of attending to equity amongst all South Africans. This story comprises both a narrative and a graphic presentation which run parallel, although not always telling an identical story; they complement one another and should be experienced simultaneously. Ultimately, it relates the success that can be achieved by pro-active people with disabilities as members of the South African society within their own spheres of knowledge and skill to change attitudes and practices of people without disabilities in education and local communities. PMID:28729976

Space Detectives

NASA Astrophysics Data System (ADS)

Tyszka, Steph; Saraiva, Jose; Doran, Rosa

2017-04-01

NUCLIO is a Portuguese non-profit organization with a strong record of investing in science education and outreach. We have developed and implemented many activities mostly directed to a young audience, in a bid to awaken and reinforce the interest that young people devote to Astronomy and all things spatial. In this framework, we have created a week-long program called Space Detectives, supported by the Municipality of Cascais, based on a story-line that provided a number of challenges and opportunities for learning matters as diverse as the electro-magnetic spectrum, means of communication, space travel, the martian environment, coding and robotics. We report on the first session that took place in December 2016. We had as participants several kids aged 9 to 12, with a mixed background in terms of interest in the sciences. Their response varied from enthusiastic to somewhat less interested, depending on the nature of the subject and the way it was presented - a reaction not necessarily related to its complexity. This week was taken as something of a trial run, in preparation for the European Commission- funded project "Stories of Tomorrow", to be implemented in schools. The individual activities and the way they were related to the story-line, as well as the smooth transition from one to the next, were subject to an analysis that will allow for improvements in the next installments of this program. We believe this is an excellent approach to the goals of using Space and Astronomy as an anchor for generating and keeping interest in the scientific areas, and of finding new and richer ways of learning.

Measuring adult attachment representation in an fMRI environment: concepts and assessment.

PubMed

Buchheim, Anna; George, Carol; Kachele, Horst; Erk, Susanne; Walter, Henrik

2006-01-01

Human attachment is defined as a biologically based behavioral system that influences motivational, cognitive, emotional, and memory processes with respect to intimate relationships (parents, life partner, own children). Recent neurobiological studies in this field have in common that they investigated social relationships by examining fMRI neuroimaging patterns while individuals viewed pictures of their beloved relationship partner versus friends, acquaintances, strangers, or mothers' responses to their young children. The researchers showed that the neural underpinnings of these unique intimate emotional states are linked to functionally specialized areas in the brain. Conceptualizing this work from a behavioral systems-attachment theory perspective, these studies did not directly address the subject's attachment representational system. Traditional attachment theory and research has been built on the analysis of attachment narratives, called 'attachment representation'. The Adult Attachment Projective developed by George and West in 2001 is a set of attachment-based schematic pictures. It is constructed to increasingly activate the participant's attachment system in the course of the task, that is, by the introduction of increasingly stressful attachment scenes concluding with pictures of individuals facing death and potential abuse alone. The attachment patterns are evaluated based on individuals' overall verbal response to the picture set. This paper proposes that the AAP is a fruitful measure to use in an fMRI environment to examine brain activation patterns in adults while they are speaking overtly about attachment stories in a standardized setting.

Surface Information Loss in Comprehension

PubMed Central

Gernsbacher, Morton Ann

2014-01-01

Shortly after a sentence has been comprehended, information about its exact surface form (e.g., its word order) becomes less available. The present research demonstrated this phenomenon during the comprehension of nonverbal stimuli (picture stories). In Experiment 1, significantly more surface (left/right orientation) information was lost after comprehending several picture stories than just one; in Experiment 2, more was lost after comprehending an entire picture story than half of one. In Experiment 3, subjects segmented the picture stories into their constituents; in Experiment 4, significantly more surface information was lost after crossing these constituents’ boundaries than before. The present research also investigated why surface information is lost. Four explanations were considered: Surface information loss is the result of performing grammatical transformations (the linguistic hypothesis), exceeding short-term memory limitations (the memory limitations hypothesis), integrating information into gist (the integration hypothesis), shifting from building one substructure to initiating another (the processing shift hypothesis). The linguistic and memory limitations hypotheses were considered inadequate; the integration and the processing shift hypotheses were tested in the last set of experiments. In Experiment 5 (using nonverbal stimuli), the predictions made by the processing shift hypothesis were confirmed; in Experiment 6 (using verbal stimuli), these results were replicated. Other implications of the processing shift hypothesis concerning surface information loss are discussed. PMID:25308975

Reducing unwanted trauma memories by imaginal exposure or autobiographical memory elaboration: An analogue study of memory processes

PubMed Central

Ehlers, Anke; Mauchnik, Jana; Handley, Rachel

2012-01-01

Unwanted memories of traumatic events are a core symptom of post-traumatic stress disorder. A range of interventions including imaginal exposure and elaboration of the trauma memory in its autobiographical context are effective in reducing such unwanted memories. This study explored whether priming for stimuli that occur in the context of trauma and evaluative conditioning may play a role in the therapeutic effects of these procedures. Healthy volunteers (N = 122) watched analogue traumatic and neutral picture stories. They were then randomly allocated to 20 min of either imaginal exposure, autobiographical memory elaboration, or a control condition designed to prevent further processing of the picture stories. A blurred picture identification task showed that neutral objects that preceded traumatic pictures in the stories were subsequently more readily identified than those that had preceded neutral stories, indicating enhanced priming. There was also an evaluative conditioning effect in that participants disliked neutral objects that had preceded traumatic pictures more. Autobiographical memory elaboration reduced the enhanced priming effect. Both interventions reduced the evaluative conditioning effect. Imaginal exposure and autobiographical memory elaboration both reduced the frequency of subsequent unwanted memories of the picture stories. PMID:21227404

Love stories can be unpredictable: Jules et Jim in the vortex of life.

PubMed

Dercole, Fabio; Rinaldi, Sergio

2014-06-01

Love stories are dynamic processes that begin, develop, and often stay for a relatively long time in a stationary or fluctuating regime, before possibly fading. Although they are, undoubtedly, the most important dynamic process in our life, they have only recently been cast in the formal frame of dynamical systems theory. In particular, why it is so difficult to predict the evolution of sentimental relationships continues to be largely unexplained. A common reason for this is that love stories reflect the turbulence of the surrounding social environment. But we can also imagine that the interplay of the characters involved contributes to make the story unpredictable-that is, chaotic. In other words, we conjecture that sentimental chaos can have a relevant endogenous origin. To support this intriguing conjecture, we mimic a real and well-documented love story with a mathematical model in which the environment is kept constant, and show that the model is chaotic. The case we analyze is the triangle described in Jules et Jim, an autobiographic novel by Henri-Pierre Roché that became famous worldwide after the success of the homonymous film directed by François Truffaut.

Cross-Cultural Invariance in Story Recall.

ERIC Educational Resources Information Center

Mandler, Jean M.; And Others

1980-01-01

Compares data on recall of stories by Liberian nonschooled children, nonliterate adults, nonschooled literate adults and schooled literate adults to similar data on American children and adults. Results indicate a universality of certain kinds of schematic organization and their control of memorial processes. (CM)

[Adverse childhood experiences and their association to personality styles in a nonmelancholic depressive sample].

PubMed

Farar, Johannes; Schüssler, Gerhard

2011-01-01

Do some life story patterns exist, which are associated with depression? Can some life story factors be identified, which influence or determine a special kind of personality, predisposing to depression? Retrospective, cross sectional study with nonexperimental character, using a number of 60 nonmelancholic depressed patients. First, they were asked to give an interview on their life story. Then, they were asked to fill in questionnaires about personality, parental style of raising, clinical symptoms and personality disorders. Significant correlations could be found between parental style of raising, a family history affected by depression, a dysfunctional household, the family composition, negative school experience and all investigated styles of personality. Further, clusters of personality, clusters of parental style of raising and clusters of specific life story factors could be detected. Results show a strong relation between life story factors and personality styles, predisposing to depression and emphasize the importance of considering personality, when exploring special life story factors. Vice versa, actual personality styles can point to different patterns of life story and thus, show the relevance for the diagnostic and therapeutic process.

Brains creating stories of selves: the neural basis of autobiographical reasoning

PubMed Central

Cassol, Helena; Phillips, Christophe; Balteau, Evelyne; Salmon, Eric; Van der Linden, Martial

2014-01-01

Personal identity critically depends on the creation of stories about the self and one’s life. The present study investigates the neural substrates of autobiographical reasoning, a process central to the construction of such narratives. During functional magnetic resonance imaging scanning, participants approached a set of personally significant memories in two different ways: in some trials, they remembered the concrete content of the events (autobiographical remembering), whereas in other trials they reflected on the broader meaning and implications of their memories (autobiographical reasoning). Relative to remembering, autobiographical reasoning recruited a left-lateralized network involved in conceptual processing [including the dorsal medial prefrontal cortex (MPFC), inferior frontal gyrus, middle temporal gyrus and angular gyrus]. The ventral MPFC—an area that may function to generate personal/affective meaning—was not consistently engaged during autobiographical reasoning across participants but, interestingly, the activity of this region was modulated by individual differences in interest and willingness to engage in self-reflection. These findings support the notion that autobiographical reasoning and the construction of personal narratives go beyond mere remembering in that they require deriving meaning and value from past experiences. PMID:23482628

Stronger Together: Use of Storytelling at a Dietetics Conference to Promote Professional Collaboration.

PubMed

Fox, Ann; Gillis, Doris; Anderson, Barb; Lordly, Daphne

2017-03-01

During a Dietitians of Canada conference session (2015), 4 facilitators drew upon "Alice's Adventures in Wonderland" (Alice) to engage participants in discussing the future of dietetic education. The aim was to feature Nova Scotia (NS) collaborative experiences as an example of dietetic education planning that could be implemented elsewhere. Three vignettes from the Alice story were chosen as metaphoric representations of dilemmas and assumptions commonly faced by dietetic educators. Story quotations and facilitator questions related to each vignette-guided discussion. The 3-part story-based arts approach of hearing stories, recognizing stories, and telling stories enabled participants to reflect on their own practice, relate to the challenges of others, and question conventional wisdom. Participants heard the Alice stories, recognized their experiences through the NS examples and had an opportunity to tell their own stories during discussions. Participants identified barriers to and strategies for collaborative planning in their own regions. Evaluation suggests most participants were positively engaged by the storytelling approach. Participants recommended that future offerings allow more time for orientation and for completion of planned activities. Bilingual programming should also be considered. Participants valued the unconventional approach to workshop engagement and planned to implement it in their own workplaces.

Not lost in translation: neural responses shared across languages.

PubMed

Honey, Christopher J; Thompson, Christopher R; Lerner, Yulia; Hasson, Uri

2012-10-31

How similar are the brains of listeners who hear the same content expressed in different languages? We directly compared the fMRI response time courses of English speakers and Russian speakers who listened to a real-life Russian narrative and its English translation. In the translation, we tried to preserve the content of the narrative while reducing the structural similarities across languages. The story evoked similar brain responses, invariant to the structural changes across languages, beginning just outside early auditory areas and extending through temporal, parietal, and frontal cerebral cortices. The similarity of responses across languages was nearly equal to the similarity of responses within each language group. The present results demonstrate that the human brain processes real-life information in a manner that is largely insensitive to the language in which that information is conveyed. The methods introduced here can potentially be used to quantify the transmission of meaning across cultural and linguistic boundaries.

Activating gender stereotypes during online spoken language processing: evidence from Visual World Eye Tracking.

PubMed

Pyykkönen, Pirita; Hyönä, Jukka; van Gompel, Roger P G

2010-01-01

This study used the visual world eye-tracking method to investigate activation of general world knowledge related to gender-stereotypical role names in online spoken language comprehension in Finnish. The results showed that listeners activated gender stereotypes elaboratively in story contexts where this information was not needed to build coherence. Furthermore, listeners made additional inferences based on gender stereotypes to revise an already established coherence relation. Both results are consistent with mental models theory (e.g., Garnham, 2001). They are harder to explain by the minimalist account (McKoon & Ratcliff, 1992) which suggests that people limit inferences to those needed to establish coherence in discourse.

Sexual spanking, the self, and the construction of deviance.

PubMed

Plante, Rebecca F

2006-01-01

Using interview and observation data from a group of consensual, heterosexual adults interested in sexual spanking, I describe members' sexual stories and stigma neutralization techniques. Sexual stories are situated within broader cultural contexts that help individuals construct meaning and identities. I describe group members' stories about their initial interest in sexualized spankings. Focusing on a specific event at one party, I show how these stories help to create scene-specific stigma neutralization techniques. Participants strive to differentiate themselves from sadomasochistic activities and to create normative behavioral expectations within their scenes. I conclude that all of this can ultimately be viewed as part of the complex sexual adaptations that people make.

Young Sex-Workers in Ho Chi Minh City Telling Their Life Stories

ERIC Educational Resources Information Center

Rubenson, Birgitta; Hanh, Le Thi; Hojer, Bengt; Johansson, Eva

2005-01-01

In this study the life stories of 22 sex-workers (age 15-18 years) in Vietnam are organized into three thematic narratives depicting how the girls presented their lives. Poverty, lack of job alternatives and the responsibility to share in the support of their families led the girls into prostitution. Strong family ties gave many girls…

Mark Twain, Walt Disney, and the Playful Response to Pirate Stories

ERIC Educational Resources Information Center

West, Mark I.

2010-01-01

Like many a modern play theorist, both Mark Twain and Walt Disney were enchanted by the way children act out stories, in particular pirate tales. For both Twain and Disney, this fascination grew out of their small-town, midwestern boyhoods, where avid reading and fantasy play helped stave off boredom and fill emotional gaps for both of them. Even…

Reading Stories: Responding to Literature and Making Connections across the Curriculum.

ERIC Educational Resources Information Center

Schulz, Renate

1992-01-01

Judy Harapiak is a teacher who provides her middle years students with many opportunities to respond to stories in different ways, to reflect on their responses, and to link their reading to their own experiences as well as to other areas of the curriculum. She teaches a grade four-five-six class in the Elementary Alternative Education Program…

Moral Judgment in Children: Their Responses to Children's Literature Examined Against Piaget's Stages of Moral Development.

ERIC Educational Resources Information Center

Weiger, Myra

Three stories were presented via audiovisual media to each of three classes in grade two, three classes in grade four, and three in grade six. Children were interviewed individually after the presentations and were asked which misdemeanor in the stories was naughtiest, whether the punishment was fair, what punishment would be fair, and why.…

Towards a Pedagogy of Listening: Teaching and Learning from Life Stories of Human Rights Violations

ERIC Educational Resources Information Center

Low, Bronwen E.; Sonntag, Emmanuelle

2013-01-01

In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the…

Rekindling the Multicultural History of the American Art Therapy Association, Inc. Viewpoints

ERIC Educational Resources Information Center

Potash, Jordan S.

2005-01-01

There are few who would disagree with the importance of stories and personal narratives in art therapy. Most art therapists seek to elicit them from their clients. They see it as their responsibility to honor each individual story, help integrate it where it is disconnected, and guide clients to illustrate these narratives in a manner that allows…

Comparison of Seismic Responses for Reinforced Concrete Buildings with Mass and Stiffness Irregularities Using Pushover and Nonlinear Time History Analysis

NASA Astrophysics Data System (ADS)

Teruna, D. R.

2017-03-01

Pushover analysis or also known as nonlinear static procedures (NSP) have been recognized in recent years for practical evaluation of seismic demands and for structural design by estimating a structural building capacities and deformation demands. By comparing these demands and capacities at the performance level interest, the seismic performance of a building can be evaluated. However, the accuracy of NSP for assessment irregular building is not yet a fully satisfactory solution, since irregularities of a building influence the dynamic responses of the building. The objective of the study presented herein is to understand the nonlinear behaviour of six story RC building with mass irregularities at different floors and stiffness irregularity at first story (soft story) using NSP. For the purpose of comparison on the performance level obtained with NSP, nonlinear time history analysis (THA) were also performed under ground motion excitation with compatible to response spectra design. Finally, formation plastic hinges and their progressive development from elastic level to collapse prevention are presented and discussed.

Emotionality in response to aircraft noise: A report of development work

NASA Technical Reports Server (NTRS)

Klaus, P. A.

1975-01-01

A literature search and pilot study conducted to investigate the topic of emotional response to aircraft noise are described. A Tell-A-Story Technique was developed for use in the pilot study which required respondents to make up stories for a series of aircraft-related and non-aircraft-related pictures. A content analysis of these stories was made. The major finding was that response patterns varied among three groups of respondents - those currently living near airports, those who had lived near airports in the past, and those who had never lived near airports. Negative emotional feelings toward aircraft were greatest among respondents who had lived near airports in the past but no longer did. A possible explanation offered for this finding was that people currently living near airports might adapt to the situation by denying some of their negative feelings, which they might feel more free to express after they had moved away from the situation. Other techniques used in the pilot study are also described, including group interviews and a word association task.

Exploring story grammar structure in the book reading interactions of African American mothers and their preschool children: a pilot investigation.

PubMed

Harris, Yvette R; Rothstein, Susan E

2014-01-01

The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers and their children were videotaped reading one of three books, Julius, Grandfather and I, or Somewhere in Africa. Both maternal and child behaviors were coded for the frequency of occurrence of story grammar elements contained in their stories and maternal behaviors were also coded for their use of narrative eliciting strategies. In addition, mothers were queried about the quality and quantity of book reading/story telling interactions in the home environment. The results suggest that there is a great deal of individual variation in how mothers use the story grammar elements and narrative eliciting strategies to engage their children in a shared book reading activity. Findings are discussed in terms of suggestions for additional research and practical applications are offered on ways to optimally engage African American preschool children and African American families from diverse socioeconomic backgrounds in shared book reading interactions.

Exploring story grammar structure in the book reading interactions of African American mothers and their preschool children: a pilot investigation

PubMed Central

Harris, Yvette R.; Rothstein, Susan E.

2014-01-01

The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers and their children were videotaped reading one of three books, Julius, Grandfather and I, or Somewhere in Africa. Both maternal and child behaviors were coded for the frequency of occurrence of story grammar elements contained in their stories and maternal behaviors were also coded for their use of narrative eliciting strategies. In addition, mothers were queried about the quality and quantity of book reading/story telling interactions in the home environment. The results suggest that there is a great deal of individual variation in how mothers use the story grammar elements and narrative eliciting strategies to engage their children in a shared book reading activity. Findings are discussed in terms of suggestions for additional research and practical applications are offered on ways to optimally engage African American preschool children and African American families from diverse socioeconomic backgrounds in shared book reading interactions. PMID:24926276

Reading Begins at Home.

ERIC Educational Resources Information Center

Butler, Dorothy

1982-01-01

If, ideally, reading begins at home, with children listening eagerly to interesting stories, then this experience must be duplicated in the classroom for reluctant readers. Listening to good stories can motivate students to develop reading skills. Activities of the Reading Center (Auckland, New Zealand) are described. (PP)

Response Conflict and Affective Responses in the Control and Expression of Race Bias

PubMed Central

Bartholow, Bruce D.; Henry, Erika A.

2010-01-01

Models of racial attitudes traditionally have assumed that individual differences in the strength of underlying, ‘implicit’ associations between racial categories and stereotypical traits are the primary determinant of the expression of race bias. Thus, individual differences in performance on laboratory tasks designed to assess implicit race bias tend to be interpreted in terms of association strength. Here, we argue that such associations tell only part of the story, and probably the least interesting part. We posit that response conflict and its regulation are critical to understanding the need for control, and that affect-related processes help to determine the extent to which control resources will be implemented to overcome biased associations. We present data from a number of recent behavioral and psychophysiological studies in support of this idea, as well as conceptual accounts that point toward a model of race bias regulation that depends upon processes identified as important for regulation of thought, affect and action more generally. PMID:21278910

Response Conflict and Affective Responses in the Control and Expression of Race Bias.

PubMed

Bartholow, Bruce D; Henry, Erika A

2010-10-01

Models of racial attitudes traditionally have assumed that individual differences in the strength of underlying, 'implicit' associations between racial categories and stereotypical traits are the primary determinant of the expression of race bias. Thus, individual differences in performance on laboratory tasks designed to assess implicit race bias tend to be interpreted in terms of association strength. Here, we argue that such associations tell only part of the story, and probably the least interesting part. We posit that response conflict and its regulation are critical to understanding the need for control, and that affect-related processes help to determine the extent to which control resources will be implemented to overcome biased associations. We present data from a number of recent behavioral and psychophysiological studies in support of this idea, as well as conceptual accounts that point toward a model of race bias regulation that depends upon processes identified as important for regulation of thought, affect and action more generally.

The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children.

PubMed

Mira, William A; Schwanenflugel, Paula J

2013-04-01

The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an expressive or inexpressive recording of 1 of 2 similar stories. Story comprehension was tested using assessments of both free recall and cued recall. Children showed statistically significantly better cued recall for the expressive readings of stories compared to the inexpressive readings of stories. This effect generalized across stories and when story length was controlled across both expressive and inexpressive versions. The effect of expressiveness on children's free recall was not significant. Highly expressive readings resulted in better comprehension of storybooks by prekindergarten children. Further, because recordings were used, this effect might be attributed to the facilitation of language processing rather than to enhanced social interaction between the reader and the child.

Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

PubMed

Koutsoftas, Anthony D

2016-12-01

Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

The Effect of Activity with E-Book on Vocabulary and Story Comprehension: A Comparison between Kindergarteners at Risk of Learning Disabilities and Typically Developing Kindergarteners

ERIC Educational Resources Information Center

Shamir, Adina; Korat, Ofra; Shlafer, Inessa

2011-01-01

The purpose of the current study was to investigate the effectiveness of e-book activity for vocabulary acquisition and story comprehension among kindergarteners at risk for learning disabilities (LD) as opposed to typically developing (TD) children. Participants included 136 children aged between five and seven (M = 71.2; SD = 5.64, in months),…

To Wish upon a Star, a Stone, or a...Folktales from around the World and Shared Book Experiences: Multicultural Education for Young Children.

ERIC Educational Resources Information Center

Slaughter, Judith Pollard

Intended to provide a natural and positive way to introduce young children to the stories told by different ethnic groups, this paper suggests a series of language activities that adapt folktales from around the world for classroom use to enable young children to read the stories for themselves. The paper notes that these activities are…

Acacia shrubs respond positively to high severity wildfire: Implications for conservation and fuel hazard management.

PubMed

Gordon, Christopher E; Price, Owen F; Tasker, Elizabeth M; Denham, Andrew J

2017-01-01

High severity wildfires pose threats to human assets, but are also perceived to impact vegetation communities because a small number of species may become dominant immediately after fire. However there are considerable gaps in our knowledge about species-specific responses of plants to different fire severities, and how this influences fuel hazard in the short and long-term. Here we conduct a floristic survey at sites before and two years after a wildfire of unprecedented size and severity in the Warrumbungle National Park (Australia) to explore relationships between post-fire growth of a fire responsive shrub genera (Acacia), total mid-story vegetation cover, fire severity and fuel hazard. We then survey 129 plots surrounding the park to assess relationships between mid-story vegetation cover and time-since-fire. Acacia species richness and cover were 2.3 and 4.3 times greater at plots after than before the fire. However the same common dominant species were present throughout the study. Mid-story vegetation cover was 1.5 times greater after than before the wildfire, and Acacia species contribution to mid-story cover increased from 10 to 40%. Acacia species richness was not affected by fire severity, however strong positive associations were observed between Acacia and total mid-story vegetation cover and severity. Our analysis of mid-story vegetation recovery showed that cover was similarly high between 2 and 30years post-fire, then decreased until 52years. Collectively, our results suggest that Acacia species are extremely resilient to high severity wildfire and drive short to mid-term increases in fuel hazard. Our results are discussed in relation to fire regime management from the twin perspectives of conserving biodiversity and mitigating human losses due to wildfire. Copyright © 2016 Elsevier B.V. All rights reserved.

Neural activity tied to reading predicts individual differences in extended-text comprehension

PubMed Central

Mossbridge, Julia A.; Grabowecky, Marcia; Paller, Ken A.; Suzuki, Satoru

2013-01-01

Reading comprehension depends on neural processes supporting the access, understanding, and storage of words over time. Examinations of the neural activity correlated with reading have contributed to our understanding of reading comprehension, especially for the comprehension of sentences and short passages. However, the neural activity associated with comprehending an extended text is not well-understood. Here we describe a current-source-density (CSD) index that predicts individual differences in the comprehension of an extended text. The index is the difference in CSD-transformed event-related potentials (ERPs) to a target word between two conditions: a comprehension condition with words from a story presented in their original order, and a scrambled condition with the same words presented in a randomized order. In both conditions participants responded to the target word, and in the comprehension condition they also tried to follow the story in preparation for a comprehension test. We reasoned that the spatiotemporal pattern of difference-CSDs would reflect comprehension-related processes beyond word-level processing. We used a pattern-classification method to identify the component of the difference-CSDs that accurately (88%) discriminated good from poor comprehenders. The critical CSD index was focused at a frontal-midline scalp site, occurred 400–500 ms after target-word onset, and was strongly correlated with comprehension performance. Behavioral data indicated that group differences in effort or motor preparation could not explain these results. Further, our CSD index appears to be distinct from the well-known P300 and N400 components, and CSD transformation seems to be crucial for distinguishing good from poor comprehenders using our experimental paradigm. Once our CSD index is fully characterized, this neural signature of individual differences in extended-text comprehension may aid the diagnosis and remediation of reading comprehension deficits. PMID:24223540

How Analysts Cognitively “Connect the Dots”

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bradel, Lauren; Self, Jessica S.; Endert, Alexander

2013-06-04

As analysts attempt to make sense of a collection of documents, such as intelligence analysis reports, they may wish to “connect the dots” between pieces of information that may initially seem unrelated. This process of synthesizing information between information requires users to make connections between pairs of documents, creating a conceptual story. We conducted a user study to analyze the process by which users connect pairs of documents and how they spatially arrange information. Users created conceptual stories that connected the dots using organizational strategies that ranged in complexity. We propose taxonomies for cognitive connections and physical structures used whenmore » trying to “connect the dots” between two documents. We compared the user-created stories with a data-mining algorithm that constructs chains of documents using co-occurrence metrics. Using the insight gained into the storytelling process, we offer design considerations for the existing data mining algorithm and corresponding tools to combine the power of data mining and the complex cognitive processing of analysts.« less

Experiencing Violence and Enacting Resilience: The Case Story of a Transgender Youth.

PubMed

DiFulvio, Gloria T

2015-11-01

Research about victimization among sexual minority youth has focused on documenting the prevalence and consequences of such experiences. Lacking in the literature is an in-depth exploration of the social context of both risk and resilience in the face of violence. This is especially true for transgender youth who are largely absent from the dominant discourse. This case story provides an example of how one transgender youth interpreted and adaptively responded to the discrimination and prejudice she encountered. Katie's story illustrates the process of resilience. Despite the adversity she has faced, she shares stories of pride and strength in a culture that considers her as "other." © The Author(s) 2014.

The Fig Tree's Lessons.

ERIC Educational Resources Information Center

Hall, Kristen

1988-01-01

Describes the dramatization of Katherine Anne Porter's story,"The Fig Tree's Lessons." Discusses the process by which this story was made accessible to an audience of 8- to 12-year-old children. Notes that this program attempts to avoid the simplification of the profound human experience of dealing with death. (KO)

The Story of a Volunteer Librarian in South Africa.

ERIC Educational Resources Information Center

Fryling, Margo J.

2003-01-01

Describes experiences of a librarian who participated in the World Library Partnership to volunteer in a South African elementary school library during a summer. Discusses classroom teaching techniques; library technical processes; training library staff and teachers; student workers; story times; library instruction; and library policy. (LRW)

The Odd Fish Story

ERIC Educational Resources Information Center

Essley, Roger

2005-01-01

Essley was a "different learner," and now he works in schools showing teachers how visual/verbal tools can help all students, including their "different learners," succeed. One valuable tool is storyboarding, a process by which students build a story through visual stages--drafts, conferences, revisions--before writing even begins. Essley shares…

For Enrichment and Enjoyment: The Humanities.

ERIC Educational Resources Information Center

Thomas, Marjorie

1981-01-01

Describes three humanities activities, designed using the 1981 "California History/Social Science Framework," in which seventh-grade social studies students study medieval culture. Students design personal coats-of-arms, play a typical medieval game, listen to medieval stories and myths, and draw or illustrate stories using medieval…

Science Fiction Stories with Reasonable Astronomy.

ERIC Educational Resources Information Center

Fraknoi, Andrew

1990-01-01

This resource list contains stories on the following topics: antimatter, asteroids, astronomers, black holes, comets, cosmology, jupiter, life elsewhere, mars, mercury, meteors, the moon, particle physics, pluto, quantum mechanics, quasars and active galaxies, relativity, saturn, stars, the sun, supernovae and neutron stars, time travel, uranus,…

Forethought in Youth with Attention Deficit/Hyperactivity Disorder: An fMRI Study of Sex-Specific Differences.

PubMed

Poissant, H; Rapin, L; Chenail, S; Mendrek, A

2016-01-01

Objective. The majority of studies investigating neurocognitive processing in attention deficit/hyperactivity disorder (ADHD) have been conducted on male participants. Few studies evaluated females or examined sex differences. Among various cognitive anomalies in ADHD, deficit in forethought seems particularly important as children with ADHD often fail to adequately use previous information in order to prepare for responses. The main goal of this study was to assess sex-specific differences in behavioral and neural correlates of forethought in youth with ADHD. Methods. 21 typically developing (TD) youth and 23 youth with ADHD were asked to judge whether two pictures told a congruent or incongruent story. Reaction time, performance accuracy, and cerebral activations were recorded during functional magnetic resonance imaging (fMRI). Results. Significant sex-specific differences in cerebral activations appeared, despite equivalent performance. Relative to the boys TD participants, boys with ADHD had extensive bilateral frontal and parietal hypoactivations, while girls with ADHD demonstrated more scattered hypoactivations in the right cerebral regions. Conclusion. Present results revealed that youth with ADHD exhibit reduced cerebral activations during forethought. Nevertheless, the pattern of deficits differed between boys and girls, suggesting the use of a different neurocognitive strategy. This emphasizes the importance of including both genders in the investigations of ADHD.

Theory of mind performance using a story comprehension task in bipolar mania compared to schizophrenia and healthy controls.

PubMed

Rossell, Susan L; Van Rheenen, Tamsyn E

2013-01-01

Theory of mind (ToM) refers to the ability to understand the mental state of self and others. There is limited research into this topic in bipolar disorder (BD), with no previous study examining ToM in a BD group within a psychotic manic phase. Twenty-eight psychotic manic BD patients were compared with 30 schizophrenia (SCZ) patients and 29 healthy controls (HC). Participants performed a ToM story comprehension task that compared ToM stories and non-ToM stories (which we relabelled non-ToM "semantic" stories). Performance was examined by answering comprehension questions. Both patient groups were equally impaired on their scores for ToM stories (scores BD = 10/24, SCZ = 9/24, HC = 14/24, p < .001). Interestingly, both patient groups showed reduced performance on non-ToM semantic stories (scores BD = 12/24, SCZ = 9/24, HC = 15/24, p < .001); SCZ showed a larger deficit. Reduced ToM performance was correlated with delusion severity in the BD group only. ToM performance was impaired in BD patients experiencing psychotic symptoms. Patient performance was also impaired on the control condition (i.e., non-ToM semantic stories) supporting an additional deficit in semantic processing.

Holistic nurses' stories of healing of another.

PubMed

Enzman Hines, Mary; Wardell, Diane Wind; Engebretson, Joan; Zahourek, Rothlyn; Smith, Marlaine C

2015-03-01

The purpose of this study was to uncover the essence and meaning of healing through narrative accounts of holistic nurses, using a qualitative, descriptive design integrating narrative and story inquiry. Twenty-five stories were collected. Seven stories revealed personal healing and have been published in a prior article. Eighteen stories, the focus of this analysis, revealed healing of another. A hybrid method blending narrative and story guided the overall process for the study. Nine themes emerged describing healing of another within three story segments: The Call to Healing, The Experience of Healing, and Insights. The theme within The Call to the Healing Encounter was Drawn by Compassion to the Vulnerability and/or Suffering of Another. Five themes describe the Experience of Healing: Connection: Cocreating Relationships; Taking Risks and Dealing With Skeptical Colleagues; Use of Modalities and Actions as Tools in Developing Self as an Instrument of Healing; Profound, Ineffable Events; and Using Metaphor and Rituals to Describe Healing. Three themes describe Insights: Mutual Transformation, Change, and Reciprocity; Gratitude for the Healing Encounter; and Leaving a Legacy. The metastory, a reconstructed story created by the researchers, was the final phase of research synthesizing and demonstrating themes of healing of another. Results were compared to existing healing literature. © The Author(s) 2014.

Children's Cognitive and Affective Responses About a Narrative Versus a Non-Narrative Cartoon Designed for an Active Videogame.

PubMed

Fernandes Davies, Vanessa; Mafra, Rafaella; Beltran, Alicia; Baranowski, Thomas; Lu, Amy Shirong

2016-04-01

This article presents the results of interviews conducted with children regarding their cognitive and affective responses toward a narrative and a non-narrative cartoon. The findings will be used to further explore the role of a narrative in motivating continued active videogame play. Twenty children (8-11 years old of mixed gender) watched two cartoons (narrative and non-narrative) and were subsequently interviewed. A thematic matrix was used to analyze the interviews. The narrative cartoon (n = 11) was only slightly preferred compared with the non-narrative one (n = 9), with little difference among the participants. The theme categories identified during the analyses were plot, characters, and suggestions. The fight scenes were mentioned by the children as a likeable aspect of the narrative cartoon. In the non-narrative cartoon, the vast majority (n = 17) liked the information about physical activity that was provided. The children enjoyed the appearance and personalities of the characters in both cartoons. A discrepancy in the data about the fight scenes (narrative cartoon) and characters (both cartoons) was found among the female participants (i.e., some girls did not like the fight and thought the characters were too aggressive). However, most of the children wanted to see more action in the story, an increase in the number of fight scenes (narrative cartoon), or more information about exercise and examples of exercises they could do (non-narrative cartoon). They also suggested adding a game to the non-narrative cartoon, including more characters, and improving the animation in both cartoons. The children preferred the narrative cartoon because of the story and the fight. Some gender differences were found, which further studies should investigate.

Children's Cognitive and Affective Responses About a Narrative Versus a Non-Narrative Cartoon Designed for an Active Videogame

PubMed Central

Mafra, Rafaella; Beltran, Alicia; Baranowski, Thomas; Lu, Amy Shirong

2016-01-01

Abstract Objective: This article presents the results of interviews conducted with children regarding their cognitive and affective responses toward a narrative and a non-narrative cartoon. The findings will be used to further explore the role of a narrative in motivating continued active videogame play. Materials and Methods: Twenty children (8–11 years old of mixed gender) watched two cartoons (narrative and non-narrative) and were subsequently interviewed. A thematic matrix was used to analyze the interviews. Results: The narrative cartoon (n = 11) was only slightly preferred compared with the non-narrative one (n = 9), with little difference among the participants. The theme categories identified during the analyses were plot, characters, and suggestions. The fight scenes were mentioned by the children as a likeable aspect of the narrative cartoon. In the non-narrative cartoon, the vast majority (n = 17) liked the information about physical activity that was provided. The children enjoyed the appearance and personalities of the characters in both cartoons. A discrepancy in the data about the fight scenes (narrative cartoon) and characters (both cartoons) was found among the female participants (i.e., some girls did not like the fight and thought the characters were too aggressive). However, most of the children wanted to see more action in the story, an increase in the number of fight scenes (narrative cartoon), or more information about exercise and examples of exercises they could do (non-narrative cartoon). They also suggested adding a game to the non-narrative cartoon, including more characters, and improving the animation in both cartoons. Conclusions: The children preferred the narrative cartoon because of the story and the fight. Some gender differences were found, which further studies should investigate. PMID:26881473

What do monoamines do in pain modulation?

PubMed

Bannister, Kirsty; Dickenson, Anthony H

2016-06-01

Here, we give a topical overview of the ways in which brain processing can alter spinal pain transmission through descending control pathways, and how these change in pain states. We link preclinical findings on the transmitter systems involved and discuss how the monoamines, noradrenaline, 5-hydroxytryptamine (5-HT), and dopamine, can interact through inhibitory and excitatory pathways. Descending pathways control sensory events and the actions of the neurotransmitters noradrenaline and 5-HT in the dorsal horn of the spinal cord are chiefly implicated in nociception or antinociception according to the receptor that is activated. Abnormalities in descending controls effect central pain processing. Following nerve injury a noradrenaline-mediated control of spinal excitability is lost, whereas its restoration reduces neuropathic hypersensitivity. The story with 5-HT remains more complex because of the myriad of receptors that it can act upon; however the most recent findings support that facilitations may dominate over inhibitions. The monoaminergic system can be manipulated to great effect in the clinic resulting in improved treatment outcomes and is the basis for the actions of the antidepressant drugs in pain. Looking to the future, prediction of treatment responses will possible by monitoring a form of inhibitory descending control for optimized pain relief.

Flat vs. Expressive Storytelling: Young Children's Learning and Retention of a Social Robot's Narrative.

PubMed

Kory Westlund, Jacqueline M; Jeong, Sooyeon; Park, Hae W; Ronfard, Samuel; Adhikari, Aradhana; Harris, Paul L; DeSteno, David; Breazeal, Cynthia L

2017-01-01

Prior research with preschool children has established that dialogic or active book reading is an effective method for expanding young children's vocabulary. In this exploratory study, we asked whether similar benefits are observed when a robot engages in dialogic reading with preschoolers. Given the established effectiveness of active reading, we also asked whether this effectiveness was critically dependent on the expressive characteristics of the robot. For approximately half the children, the robot's active reading was expressive; the robot's voice included a wide range of intonation and emotion ( Expressive ). For the remaining children, the robot read and conversed with a flat voice, which sounded similar to a classic text-to-speech engine and had little dynamic range ( Flat ). The robot's movements were kept constant across conditions. We performed a verification study using Amazon Mechanical Turk (AMT) to confirm that the Expressive robot was viewed as significantly more expressive, more emotional, and less passive than the Flat robot. We invited 45 preschoolers with an average age of 5 years who were either English Language Learners (ELL), bilingual, or native English speakers to engage in the reading task with the robot. The robot narrated a story from a picture book, using active reading techniques and including a set of target vocabulary words in the narration. Children were post-tested on the vocabulary words and were also asked to retell the story to a puppet. A subset of 34 children performed a second story retelling 4-6 weeks later. Children reported liking and learning from the robot a similar amount in the Expressive and Flat conditions. However, as compared to children in the Flat condition, children in the Expressive condition were more concentrated and engaged as indexed by their facial expressions; they emulated the robot's story more in their story retells; and they told longer stories during their delayed retelling. Furthermore, children who responded to the robot's active reading questions were more likely to correctly identify the target vocabulary words in the Expressive condition than in the Flat condition. Taken together, these results suggest that children may benefit more from the expressive robot than from the flat robot.

Detection of verbal discordances during sleep.

PubMed

Perrin, Fabien; Bastuji, Hélène; Garcia-Larrea, Luis

2002-07-19

We used an electrophysiological marker of linguistic discordance, the N400 wave, to investigate how linguistic and pseudo-linguistic stimuli are categorised during sleep as compared to waking. During wakefulness, signs of discordance detection were, as expected, greater for pseudo-words than for real but semantically incongruous words, relative to congruous words. In sleep stage 2 all signs of hierarchic process of discordance disappeared. A new hierarchic process reappeared in paradoxical sleep, which differed from that of waking, responses to pseudo-words being similar to those to congruous words. Linguistic absurdity appears to be accepted in a different manner during paradoxical sleep than during waking, and this might explain why absurd contents are so naturally incorporated into otherwise plausible dream stories.

An Analysis of Children's Responses to Storybook Characters in Non-Traditional Roles.

ERIC Educational Resources Information Center

Anderson, Dianna D.; Many, Joyce E.

1992-01-01

Analyzes, from a reader-response perspective, children's free responses to story characters in nontraditional roles. Investigates the relationship of gender for these responses. Finds that only 20-30 percent of the responses expressed opinions regarding appropriateness of nontraditional gender roles and that the most common response type was…

Withholding the Personal Story: Using Theory to Orient Practice in Applied Theatre about HIV and Human Rights

ERIC Educational Resources Information Center

Cahill, Helen

2014-01-01

When applied theatre is used in service of a health promotion or rights agenda, particular responsibilities come into play. The artist must be able to articulate their theory of change and translate it into action. In this article, I trouble the borderline between an ethical and an exploitative use of story when working to provide opportunities…

What We Can Learn about Strategies, Language Learning, and Life from Two Extreme Cases: The Role of Well-Being Theory

ERIC Educational Resources Information Center

Oxford, Rebecca L.

2014-01-01

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner's negative, long-lasting responses to a single traumatic…

Are Story Preferences Sex-Linked for 2 and 3 Year Olds and for 4 and 5 Year Olds?

ERIC Educational Resources Information Center

Ross, Martha

This study attempted to determine: (1) whether 2-, 3-, 4-, and 5-year-old children have sex typed story preferences; and (2) whether an attempt on the part of parents to prevent sex stereotyping would affect sex typed preferences. A review of previous research discusses measures used to determine sex linked responses and the implications of…

Comparison of functional network connectivity for passive-listening and active-response narrative comprehension in adolescents.

PubMed

Wang, Yingying; Holland, Scott K

2014-05-01

Comprehension of narrative stories plays an important role in the development of language skills. In this study, we compared brain activity elicited by a passive-listening version and an active-response (AR) version of a narrative comprehension task by using independent component (IC) analysis on functional magnetic resonance imaging data from 21 adolescents (ages 14-18 years). Furthermore, we explored differences in functional network connectivity engaged by two versions of the task and investigated the relationship between the online response time and the strength of connectivity between each pair of ICs. Despite similar brain region involvements in auditory, temporoparietal, and frontoparietal language networks for both versions, the AR version engages some additional network elements including the left dorsolateral prefrontal, anterior cingulate, and sensorimotor networks. These additional involvements are likely associated with working memory and maintenance of attention, which can be attributed to the differences in cognitive strategic aspects of the two versions. We found significant positive correlation between the online response time and the strength of connectivity between an IC in left inferior frontal region and an IC in sensorimotor region. An explanation for this finding is that longer reaction time indicates stronger connection between the frontal and sensorimotor networks caused by increased activation in adolescents who require more effort to complete the task.

How Negative Social Bias Affects Memory for Faces: An Electrical Neuroimaging Study

PubMed Central

Proverbio, Alice Mado; La Mastra, Francesca; Zani, Alberto

2016-01-01

During social interactions, we make inferences about people’s personal characteristics based on their appearance. These inferences form a potential prejudice that can positively or negatively bias our interaction with them. Not much is known about the effects of negative bias on face perception and the ability to recognize people faces. This ability was investigated by recording event-related potentials (ERPs) from 128 sites in 16 volunteers. In the first session (encoding), they viewed 200 faces associated with a short fictional story that described anecdotal positive or negative characteristics about each person. In the second session (recognition), they underwent an old/new memory test, in which they had to distinguish 100 new faces from the previously shown faces. ERP data relative to the encoding phase showed a larger anterior negativity in response to negatively (vs. positively) biased faces, indicating an additional processing of faces with unpleasant social traits. In the recognition task, ERPs recorded in response to new faces elicited a larger FN400 than to old faces, and to positive than negative faces. Additionally, old faces elicited a larger Old-New parietal response than new faces, in the form of an enlarged late positive (LPC) component. An inverse solution SwLORETA (450–550 ms) indicated that remembering old faces was associated with the activation of right superior frontal gyrus (SFG), left medial temporal gyrus, and right fusiform gyrus. Only negatively connoted faces strongly activated the limbic and parahippocampal areas and the left SFG. A dissociation was found between familiarity (modulated by negative bias) and recollection (distinguishing old from new faces). PMID:27655327

Selected Alberta science and research success stories. Volume 2

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1996-12-31

This publication provides a sampling of the value of science and research to Albertans, to the Alberta economy, and to the global community as revealed in stories of successful science and research activities in the province. Each story includes name of developer, inventor, company, and/or supporter; names of co-operating agencies, if any; contact name and address for further information; and a list of expected or realized benefits. The stories are organized under subject areas relating to agriculture and agri-food, arts and culture, biotechnology, construction, education, energy, environment, forest sector, health and medicine, human and community development, information and communications, manufacturing,more » mineral sector, tourism, and transportation.« less

Digital storytelling: a tool for health promotion and cancer awareness in rural Alaskan communities.

PubMed

Cueva, Melany; Kuhnley, Regina; Revels, Laura; Schoenberg, Nancy E; Dignan, Mark

2015-01-01

The purpose of this study was to learn community members' perspectives about digital storytelling after viewing a digital story created by a Community Health Aide/Practitioner (CHA/P). Using a qualitative research design, we explored digital storytelling likeability as a health-messaging tool, health information viewers reported learning and, if viewing, cancer-related digital stories facilitated increased comfort in talking about cancer. In addition, we enquired if the digital stories affected how viewers felt about cancer, as well as if viewing the digital stories resulted in health behaviour change or intent to change health behaviour. A total of 15 adult community members participated in a 30-45 minute interview, 1-5 months post-viewing of a CHA/P digital story. The majority (13) of viewers interviewed were female, all were Alaska Native and they ranged in age from 25 to 54 years with the average age being 40 years. Due to the small size of communities, which ranged in population from 160 to 2,639 people, all viewers knew the story creator or knew of the story creator. Viewers reported digital stories as an acceptable, emotionally engaging way to increase their cancer awareness and begin conversations. These conversations often served as a springboard for reflection, insight, and cancer-prevention and risk-reduction activities.

Digital storytelling: a tool for health promotion and cancer awareness in rural Alaskan communities.

PubMed

Cueva, Melany; Kuhnley, Regina; Revels, Laura; Schoenberg, Nancy E; Dignan, Mark

2015-01-01

Background The purpose of this study was to learn community members' perspectives about digital storytelling after viewing a digital story created by a Community Health Aide/Practitioner (CHA/P). Methods Using a qualitative research design, we explored digital storytelling likeability as a health-messaging tool, health information viewers reported learning and, if viewing, cancer-related digital stories facilitated increased comfort in talking about cancer. In addition, we enquired if the digital stories affected how viewers felt about cancer, as well as if viewing the digital stories resulted in health behaviour change or intent to change health behaviour. Findings A total of 15 adult community members participated in a 30-45 minute interview, 1-5 months post-viewing of a CHA/P digital story. The majority (13) of viewers interviewed were female, all were Alaska Native and they ranged in age from 25 to 54 years with the average age being 40 years. Due to the small size of communities, which ranged in population from 160 to 2,639 people, all viewers knew the story creator or knew of the story creator. Viewers reported digital stories as an acceptable, emotionally engaging way to increase their cancer awareness and begin conversations. These conversations often served as a springboard for reflection, insight, and cancer-prevention and risk-reduction activities.

From Madeira to the Sandwich Islands: The Story of a Portuguese Family in Hawaii.

ERIC Educational Resources Information Center

Gouveia, Anna Martins; Araujo, Margaret F.

In this picture story, a woman describes her family's migration from the Portuguese island of Madeira to Hawaii and the process of acculturation that she and her family went througn while retaining aspects of their cultural background. Many photographs are included. (EB)

"Aren't We Going to Write Today?": Using Parody in Grade Three.

ERIC Educational Resources Information Center

Stange, Terrence V.; Wyant, Susan L.

1999-01-01

Relates how parody is useful with third-grade children. Shows how children composed personal and meaningful stories based on selected literature. Compares parody and other writing strategies. Defines the parody process, including listening to literature stories, examining picture books, peer editing, and learning language. Includes comments from…

Classroom Success Stories: Exposing Students to Time Bonding.

ERIC Educational Resources Information Center

Papaleo, Ralph J.

1996-01-01

Recommends using time bonding (finding a role model and researching the process and story behind that individual's accomplishments) as a means to interest students in history. Outlines the instructions covering the objectives of the writing assignments. Students researched a variety of biographies including Jackie Robinson and Lyndon Johnson. (MJP)

Just a Good Story? Shaping Organizational Learning through Storytelling

ERIC Educational Resources Information Center

Whitener, J. Kori

2007-01-01

Organizational learning is a complex phenomenon, the collective nature of which makes it difficult to study and examine. Organizational stories are cultural forms that facilitate the sensemaking processes and capabilities of the individuals and teams that form the collective organization. This paper utilizes literature to suggest possible impacts…

Sound Stories for General Music

ERIC Educational Resources Information Center

Cardany, Audrey Berger

2013-01-01

Language and music literacy share a similar process of understanding that progresses from sensory experience to symbolic representation. The author identifies Bruner’s modes of understanding as they relate to using narrative in the music classroom to enhance music reading at iconic and symbolic levels. Two sound stories are included for…