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Axel Philipps 《Popular Communication》2015,13(3):183-201
Even in this media-centric age of the Internet, newspapers, television, and social networking, election posters are a significant form of communication in political campaigns. They are strategically placed to promote candidates and convince voters. However, viewers are not just passive receivers; they can also reciprocate and “jam” an election poster. This article offers an explorative approach to such practices to study their creation and usage. Two distinct examples of defacement are chosen and examined. Both of these reacted to the Social Democratic Party of Germany’s (SPD) election campaign for the German federal election in 2005. The election took place after widespread protests and a loss of confidence in the SPD and its chancellor. The investigated posters showed parallels to political culture jamming, though parody or disturbing effects are not true of all modifications. Election posters are also used as a medium to communicate politics from the grassroots. 相似文献
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China is one of the fastest growing economies worldwide. Are science and research also in the fast lane? We talked with LUO Yuan, scientist at the Institute of Coal Chemistry in Shanxi, and Axel Mosig, Professor at Ruhr University in Bochum, who has first-hand experience working and living in China. 相似文献
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Marja Laasonen Jenni Väre Henna Oksanen-Hennah Sami Leppämäki Pekka Tani Hanna Harno Laura Hokkanen Emmanuel Pothos Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33
In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia. 相似文献
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Axel Gelfert 《Science & Education》2014,23(5):997-1009
In his influential 1960 paper ‘The Unreasonable Effectiveness of Mathematics in the Natural Sciences’, Eugene P. Wigner raises the question of why something that was developed without concern for empirical facts—mathematics—should turn out to be so powerful in explaining facts about the natural world. Recent philosophy of science has developed ‘Wigner’s puzzle’ in two different directions: First, in relation to the supposed indispensability of mathematical facts to particular scientific explanations and, secondly, in connection with the idea that aesthetic criteria track theoretical desiderata such as empirical success. An important aspect of Wigner’s article has, however, been overlooked in these debates: his worries about the underdetermination of physical theories by mathematical frameworks. The present paper argues that, by restoring this aspect of Wigner’s argument to its proper place, Wigner’s puzzle may become an instructive case study for the teaching of core issues in the philosophy of science and its history. 相似文献
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Katarina Groth Thomas Lachmann Axel Riecker Irene Muthmann Claudia Steinbrink 《Reading and writing》2011,24(3):285-303
The present study investigated auditory temporal processing in developmental dyslexia by using a vowel length discrimination
task. Both temporal and phonological processing were studied in a single experiment. Seven German vowel pairs differing in
vowel height were used. The vowels of each pair differed only with respect to vowel length (e.g., /a/ vs. /a:/). In German,
vowel length is characterized by temporal and spectral information. Three types of differences between long versus short vowels
were varied: In the phonological condition, pairs of natural vowels were used, differing in their temporal as well as in their
spectral content. In two temporal conditions, in contrast, a natural vowel was always combined with a manipulated one to keep
spectral content of long and short vowels identical. Thus, the only distinguishing feature between the two vowels was temporal
in nature. Vowels were embedded into monosyllabic pseudo-words and presented successively in a speeded same–different task. Twenty dyslexics and twenty age-matched controls participated in the experiment. In both groups, discrimination accuracy
decreased with increasing vowel height in the two temporal conditions. This result is consistent with former findings on the
relevance of temporal information for vowel length identification in German and extends this topic to cover discrimination
demands. In the phonological condition, groups did not differ in discrimination accuracy. In both temporal conditions, however,
dyslexics performed worse than controls. These results suggest that developmental dyslexia is associated with impairments
in processing basic acoustic parameters of the speech signal, in particular, with a deficit in temporal processing. 相似文献
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The present work examines the role of source vs. content cues for the confirmation bias, in which recipients spend more time with content aligning with preexisting attitudes. In addition to testing how both source and content cues facilitate this biased pattern of selective exposure, the study measures subsequent attitude polarization. An experiment (N?=?120) presented messages with opposing political stances, associated with unbiased or slanted sources. Software tracked selective exposure in seconds, and attitudes were measured before, immediately after, and two days after message exposure. Further, information processing styles were assessed. The confirmation bias emerged regardless of source quality. Information processing styles moderated the confirmation bias as well as selective exposure to messages from unbiased vs. slanted sources. Selective exposure reinforced attitudes days later. 相似文献