Previous studies have found that narrative input conveyed through different media influences the structure and content of children’s narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study’s main goal was to identify the core plot component differences (the who, what, where, when, why, and how of a story) between children’s retellings of televised versus traditional storybook (...) narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children’s narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4–5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the who, what, and where (sub-)components. Differences between the conditions in the component when, how and why did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children’s development, education, and interaction with and within today’s digital world are discussed. (shrink)

Kern describes how law was perceived in the middle ages. Law does not have to be issued by the state, but it has to be old and good.

When young children learn to use language, they start to use their hands in co‐verbal gesturing. There are, however, considerable differences between children, and it is not completely understood what these individual differences are due to. We studied how children at 4 years of age employ speech and iconic gestures to convey meaning in different kinds of spatial event descriptions, and how this relates to their cognitive abilities. Focusing on spontaneous illustrations of actions, we applied a semantic feature (SF) analysis (...) to characterize combinations of speech and gesture meaning and related them to the child's visual‐spatial abilities or abstract/concrete reasoning abilities (measured using the standardized SON‐R test). Results show that children with higher cognitive abilities convey significantly more meaning via gesture and less solely via speech. These findings suggest that young children's use of cospeech representational gesturing is positively related to their mental representation and reasoning abilities. (shrink)

The gesture-as-simulated-action framework explains the occurrence of iconic gestures. Accordingly, simulated visual imagery gives rise to observer-viewpoint, whereas simulated motor imagery gives rise to character-viewpoint gestures. Because little is known about whether this relationship is either the product of becoming a competent speaker in different communicative tasks or exists from an early age, we investigated 4-year-olds. In the first session, 55 children performed three different communicative tasks. In the second session, we administered a SON-R non-verbal intelligence test to assess children’s (...) cognitive abilities. Results revealed a strong association between the frequency with which children used observer-viewpoints gestures and their scores in visual processing abilities. Because the association between gestures and visuospatial cognitive abilities was found across three communicative tasks, we can propose that it is a general ability rather than a phenomenon of task-specific discourse competence. We discuss these findings in terms of gestural threshold and cognitive offloading. (shrink)

Este estudo discute a possibilidade de o Serviço Social construir conhecimentos a partir da realidade em que atua. Conclui-se que, embora aplicando conhecimentos oriundos de outras ciências, o Serviço Social produz conhecimentos em sua área específica. As dissertações de mestrado produzidas no período de 1981 a 1995 desvelam esses conhecimentos, sua relevância social, trazendo aportes para a solução dos problemas sociais da sociedade brasileira. Sua contribuição teórica situa-se, sobretudo, no campo das demandas e políticas sociais, embora também seja significativa sua (...) contribuição no aprofundamento das questões teórico-metodológicas do Serviço Social. Verificou-se, nos últimos anos, na produção estudada, a tendência de discussão dos novos paradigmas das ciências humanas e as novas exigências que serão impostas à profissão face às mudanças e avanços científico-tecnológicos do século XXI. (shrink)

The Divine Right of Kings and the Right of Resistance in the Early Middle Ages. Kern demonstrates that the medieval ruler was dependent on God and on the people. Both are under God and under the law. Laws are not made but discovered. In order to be valid, a law does not have to be made by the state, but it has to be old and good. (Kern shows this also in his article 'Recht und Verfassung im Mittelalter'.) Neither the (...) ruler nor the people were 'sovereign' in the modern sense. Thus, 'Gottesgnadentum' (the divine right of kings) does not mean that the ruler can do and rule as he wants. (shrink)

This is a translation of the German book 'Gottesgnadentum und Widerstandsrecht im frühen Mittelalter. Zur Entwicklungsgeschichte der Monarchie' (1914) (The Divine Right of Kings and the Right of Resistance in the early Middle Ages) and the article 'Recht und Verfassung im Mittelalter' (1919) (Law and Constitution in the Middle Ages). [Kern describes the idea that laws are not made but discovered. In order to be valid, a law does not have to be made by the state, but it has to (...) be old and good.]. (shrink)

Diese Ausgabe der Kategorienlehre Eduard von Hartmanns vereint alle drei Bande, die 1923 von Fritz Kern unter Beachtung der Verfasserhandschrift herausgegeben wurden. Im Mittelpunkt seiner Lehre steht fur Hartmann der Begriff der Kategorie, mit dem er eine unbewusste Intellektualfunktion von bestimmter Art und Weise oder eine unbewusste logische Determination, die eine bestimmte Beziehung setzt, bezeichnet. In den Kategorien der Sinnlichkeit" (erster Band), den Kategorien des reflektierenden Denkens" (zweiter Band) und den Kategorien des spekulativen Denkens" (dritter Band) werden die Kategorien sodann (...) erstens in der subjektiv idealen, zweitens in der objektiv realen und drittens in der metaphysischen Sphare behandelt. Demgemass bietet Hartmanns Werk mit dem ersten Band eine Erkenntnistheorie am Leitfaden der Kategorien, mit dem zweiten Band eine kategoriale Grundlegung der Naturphilosophie und mit dem dritten Band schliesslich eine Metaphysik. Unverandertes Reprint der Ausgabe von 1923.". (shrink)