Formazione & insegnamento
ISSN: 2279-7505 | Published: 2013-03-31
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Title: The interaction between executive functions and paths of learning enhancement obtained through multi-linear narrative apparatuses within a developmental perspective on the late infancy and pre-puberty
Abstract: It is debatable whether or not storytelling and multilinearity could still be considered as two separate artefacts, result from the opposition between analogic-metaphorical and logical-discursive thought—as maintained by Bruner (1994). Therefore, the question is: are they still irreducible? This article's hypothesis is that multi-linear storytelling apparatuses (Salmaso, 2011)—inclusive of the classical paradigms of storytelling—may make it clearer the possible link between narrative-sequential and logic-paradigmaticthought. This connection is made evident when storytelling apparatuses are compared with graphic and expressive representational models aimed at focusing and facilitating the accomplishment of procedures—which are regarded as potentially computable (Olimpo, 2011). Once this task of clarity is undertaken, possible outcomes may lead to an advantageous representation of problem setting, provided it serves the goal of didactic and pedagogical enhancement (Minello and Margiotta, 2011). Hence,the leading hypothesis of this paper is that Multi-linear Narrative processes (i.e. a plurality of voices, decision-making nodes, changes of structure, and enrichment of the narrative plot—as maintained by the Grammar of Stories) activate processes that are involved in the construction of the representation of a problem—according to the ecologic-sequential model of Executive Functions (Zelazo et al., 1997; 2003).
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Title: Studio dell'interazione tra funzioni esecutive e percorsi di qualificazione dell'apprendimento attraverso dispositivi di narrazione multilineare in una prospettiva evolutiva dalla seconda infanzia alla preadolescenza
Abstract: Narrazione e multilinearità possono ancora essere considerati due costrutti separati, divisi tra il pensiero analogico-metaforico e il pensiero di tipo logico-discorsivo, rispecchiando così la classica definizione di Jerome Bruner (1994), che considerava questi due tipi di pensiero tra loro irriducibili?Noi ipotizziamo che mediante dispositivi di narrazione multilineare(Salmaso, 2011), includenti i paradigmi classici della narrazione, in sin-cronia a modelli rappresentazionali grafici ed espressivi, di focalizzazione e di facilitazione procedurale, potenzialmente computabili (Olimpo, 2011), sia possibile rendere trasparente la connettibilità tra pensiero narrativo-sequenziale e pensiero logico-paradigmatico e che ciò possa interagire con processi relativi alla rappresentazione di problem setting, qualora questi vengano elaborati con azioni di qualificazione pedagogica e didattica(Minello, Margiotta, 2011). La nostra principale ipotesi prevede che i processi di Narrazione Multilineare (pluralità di voci, nodi di scelta e configurazione/ riconfigurazione, arricchimento del plot narrativo previsto dalla Grammatica delle Storie), attivino processi coinvolti nella rappresentazione del problema, secondo un modello ecologico-sequenziale delle Funzioni Esecutive (Zelazo et al. 1997, 2003).
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Abstract: La narration et la multilinéarité peuvent encore être considérées comme deux constructions distinctes, divisées entre la pensée métaphorique analogique et la pensée logique-patrol, reflétant ainsi la définition classique de Jerome Bruner (1994), qui considérait ces deux types de pensées irréductibles? Nous supposons que par le biais de dispositifs narratifs multilinéaires (Salmaso, 2011), y compris les paradigmes classiques des paradigmes classiques des paradigmes classiques de la narration, dans les modèles de représentation graphique et expressifs, de la concentration et de la facilitation procédurale, potentiellement informatique (Olympus, 2011), il est possible de faire de la connexion entre la façon narrative entre la pensée narrative et la façon dont la perspective peut-être la façon narrative et la réflexion narrative et la façon dont la perspective peut-être la perspective et la perspective de la façon narrative et la façon liée à la trèfle. Interagissez avec les processus relatifs à la représentation du réglage des problèmes, s'ils sont traités avec des actions de qualification pédagogiques et des didactiques (Minello, Margiotta, 2011).Notre principale hypothèse prévoit que les processus narratifs multilinéaires (pluralité des voix, nœuds de choix et configuration / reconfiguration, enrichissement de l'intrigue narrative prévue par la grammaire des histoires), activent les processus impliqués dans la représentation du problème, selon un modèle écologique-séquentiel des fonctions exécutives (Zelazo et al. 1997, 2003). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Estudio de la interacción entre las funciones ejecutivas y los caminos calificados de aprendizaje a través de dispositivos narrativos multilineales en una perspectiva evolutiva desde la segunda infancia hasta la preadolescencia
Abstract: La narración y la multilinealidad aún pueden considerarse dos construcciones separadas, divididas entre el pensamiento analógico-metafórico y el pensamiento lógico-patrol, lo que refleja la definición clásica de Jerome Bruner (1994), que consideraba estos dos tipos de pensamientos irreductibles. We assume that through multilinear narrative devices (Salmaso, 2011), including the classic paradigms of the classic paradigms of the classic paradigms of narration, in sin-cronics to graphic and expressive representational models, of focusing and procedural facilitation, potentially computable (Olympus, 2011), it is possible to make transparent the connectability between narrative-sequential thought and logical-patodigmatic thinking and that this can Interactuar con los procesos relacionados con la representación de la configuración del problema, si se procesan con acciones de calificación pedagógica y didácticas (Minello, Margiotta, 2011).Nuestra hipótesis principal establece que los procesos narrativos multilineales (pluralidad de voces, nodos de elección y configuración/ reconfiguración, enriquecimiento de la trama narrativa previsto por la gramática de las historias), activan los procesos involucrados en la representación del problema, según un modelo ecológico-secuencial de las funciones ejecutivas (Zelazo et al. 1997, 2003). (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Estudo da interação entre funções executivas e caminhos de qualificação de aprendizado através de dispositivos narrativos multilineares em uma perspectiva evolutiva da segunda infância à pré -adolescência
Abstract: A narração e a multilinearidade ainda podem ser consideradas duas construções separadas, divididas entre o pensamento analógico-metafórico e o pensamento lógico-patrulha, refletindo assim a definição clássica de Jerome Bruner (1994), que considerou esses dois tipos de pensamentos irredutíveis? We assume that through multilinear narrative devices (Salmaso, 2011), including the classic paradigms of the classic paradigms of the classic paradigms of narration, in sin-cronics to graphic and expressive representational models, of focusing and procedural facilitation, potentially computable (Olympus, 2011), it is possible to make transparent the connectability between narrative-sequential thought and logical-patodigmatic thinking and that this can Interagir com processos relacionados à representação da definição de problemas, se forem processados com ações e didáticas de qualificação pedagógica (Minello, Margiotta, 2011).Nossa principal hipótese estabelece que processos narrativos multilineares (pluralidade de vozes, nós de escolha e configuração/ reconfiguração, enriquecimento da trama narrativa prevista pela gramática das histórias), ativam processos envolvidos na representação do problema, de acordo com um modelo ecológico-sequencial das funções executivas (ZelozoTs. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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