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Specific Objects (specific + object)
Selected AbstractsFears and Phobias in Children: Phenomenology, Epidemiology, and AetiologyCHILD AND ADOLESCENT MENTAL HEALTH, Issue 3 2002Thomas H. Ollendick We examine the phenomenology, epidemiology, and aetiology of specific phobias in this brief review. In general terms, a specific phobia exists when fear of a specific object or situation is exaggerated, cannot be reasoned away, results in avoidance of the feared object or situation, persists over time, and is not age-specific. Specific phobias occur in about 5% of children and in approximately 15% of children referred for anxiety-related problems. Most of these children are comorbid with other disorders. We suggest that specific phobias are multiply determined and over-determined. Genetic influences, temperamental predispositions, parental psychopathology, parenting practices, and individual conditioning histories converge to occasion the development and maintenance of childhood phobias. Inasmuch as any one specific phobia is acquired and maintained through such complex processes, we further conclude that treatment approaches will need to address these multiple dimensions before evidence-based treatments can be fully realised. [source] Object individuation and event mapping: developmental changes in infants' use of featural informationDEVELOPMENTAL SCIENCE, Issue 1 2002Teresa Wilcox The present research examined the development of 4.5- to 7.5-month-old infants' ability to map different-features occlusion events using a simplified event-mapping task. In this task, infants saw a different-features (i.e. egg-column) event followed by a display containing either one object or two objects. Experiments 1 and 2 assessed infants' ability to judge whether the egg-column event was consistent with a subsequent one-column display. Experiments 3 and 4 examined infants' ability to judge whether the objects seen in the egg-column event and those seen in a subsequent display were consistent in their featural composition. At 7.5 and 5.5 months, but not at 4.5 months, the infants successfully mapped the egg-column event onto the one-column display. However, the 7.5- and 5.5-month-olds differed in whether they mapped the featural properties of those objects. Whereas the 7.5-month-olds responded as if they expected to see two specific objects, an egg and a column, in the final display the 5.5-month-olds responded as if they simply expected to see ,two objects'. Additional results revealed, however, that when spatiotemporal information specified the presence of two objects, 5.5-month-olds succeeded at tagging the objects as being featurally distinct, although they still failed to attach more specific information about what those differences were. Reasons for why the younger infants had difficulty integrating featural information into their object representations were discussed. [source] Students' use of the energy model to account for changes in physical systemsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2008Nicos Papadouris Abstract The aim of this study is to explore the ways in which students, aged 11,14 years, account for certain changes in physical systems and the extent to which they draw on an energy model as a common framework for explaining changes observed in diverse systems. Data were combined from two sources: interviews with 20 individuals and an open-ended questionnaire that was administered to 240 students (121 upper elementary school students and 119 middle school students). We observed a wealth of approaches ranging from accounts of energy transfer and transformation to responses identifying specific objects or processes as the cause of changes. The findings also provide evidence that students do not seem to appreciate the transphenomenological and unifying nature of energy. Students' thinking was influenced by various conceptual difficulties that are compounded by traditional science teaching; for instance, students tended to confuse energy with force or electric current. In addition, the comparison between the responses from middle school students and those of elementary school students demonstrates that science teaching and maturation appeared to have a negligible influence on whether students had constructed a coherent energy model, which they could use consistently to account for changes in certain physical systems. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 444,469, 2008 [source] Exhibition and representation: stories from the Torres Strait Islanders exhibitionMUSEUM INTERNATIONAL, Issue 3 2001Anita Herle Cross-cultural collaborative work that goes into the preparation of exhibitions reflects the changing role of museums as places of exchange and research where curatorial expertise and indigenous knowledge meet. Anita Herle, senior assistant curator of the University of Cambridge Museum of Archaelogy and Anthropology concentrates her research on issues of access and representations in museums. She directed the preparations for the centenary exhibition to mark the 1898 Cambridge Anthropological Expedition to the Torres Strait and in this article emphasizes the importance of analysing exhibitions as processes. She explains how specific objects in the expedition's collections in the University of Cambridge Museum of Archaelogy and Anthropology continue to be active intermediaries in the relationship between museum staff and the Torres Strait Islanders, and how, as a consequence, the museum has become a fieldsite and a place for encounter and dialogue. This article provides an ethnography of the process of creating the exhibition and explores in different ways the resonance that many of the objects displayed have for Islanders today. A longer version of the article has been published in Ethnos, 2000. [source] Sketches from a Design Process: Creative Cognition Inferred From Intermediate ProductsCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 1 2005Saskia Jaarsveld Abstract Novice designers produced a sequence of sketches while inventing a logo for a novel brand of soft drink. The sketches were scored for the presence of specific objects, their local features and global composition. Self-assessment scores for each sketch and art critics' scores for the end products were collected. It was investigated whether the design evolves in an essentially random fashion or according to an overall heuristic. The results indicated a macrostructure in the evolution of the design, characterized by two stages. For the majority of participants, the first stage is marked by the introduction and modification of novel objects and their local and global aspects; the second stage is characterized by changes in their global composition. The minority that showed the better designs has a different strategy, in which most global changes were made in the beginning. Although participants did not consciously apply these strategies, their self-assessment scores reflect the stages of the process. [source] | ||||||||||