ethanporcaro/eric-fulltext-meta huggingface dataset:
Science of the Brain as a Gateway to Understanding Play: An Interview with Jaak Panksepp
Date: 2010-00-00
Type: Journal Articles
Subjects: Brain,Play,Neurological Organization,Animals,Animal Behavior,Brain Hemisphere Functions,Neurosciences,Emotional Development,Emotional Response,Motivation,Interpersonal Relationship,Interviews,Child Development,Cognitive Development

Jaak Panksepp, known best for his work on animal emotions and coining the term &quot;affective neuroscience,&quot; investigates the primary processes of brain and mind that enable and drive emotion. As an undergraduate, he briefly considered a career in electrical engineering but turned instead to psychology, which led to a 1969 University of Massachusetts PhD dissertation examining how electrical stimulation of brain regions affects aggressive behavior. Since then, Panksepp has written more than three hundred articles in scientific books and journals, along with the pathbreaking 1998 study &quot;Affective Neuroscience,&quot; in which he detailed the neurology, neuroanatomy, neurochemistry, and functions of the emotional brain. For Panksepp and his students, studying play in animals opens a window into what they and other thinkers have come to call the &quot;BrainMind&quot; or &quot;MindBrain.&quot; He discovered that rats chirp (&quot;laugh&quot;) during their rough-and-tumble bouts and that play deprivation is a potent motivator akin to thirst or hunger. Optimal brain development depends on healthy play experiences in early life, Panksepp contends, and he observes that over the long evolutionary haul, play has promoted social bonds and nourished social learning. Currently, Panksepp is Baily Endowed Chair of Animal Well-Being Science in the College of Veterinary Medicine at Washington State University; Distinguished Research Professor Emeritus of Psychobiology, Bowling Green State University; and Head, Affective Neuroscience Research, Falk Center for Molecular Therapeutics, Northwestern University. In this wide-ranging interview, Panksepp notes how play shaped his own experience, discusses his life's work and the context within which he conducted it, and presses for greater recognition of the value of play in psychological research.
Game Playing: Negotiating Rules and Identities
Author: Winther-Lindqvist, Ditte
Date: 2009-00-00
Type: Journal Articles
Subjects: Play,Child Behavior,Social Influences,Kindergarten,Young Children,Peer Groups,Models,Imagination,Identification (Psychology),Developmental Psychology,Cultural Influences,Ethnography,Foreign Countries,Participant Observation,Interviews,Team Sports,Males,Friendship,Females,Standards

Beginning with Lev Vygotsky's long-established assertion that the play of children always involves both imaginary play and rules of behavior, this article argues for a theoretical framework that connects such play with the construction of social identities in kindergarten peer groups. It begins with a discussion of Ivy Schousboe's model of the different spheres of reality in children's play to explain symbolic group play and applies the model to the play of a group of five-year-old kindergarten soccer players. The article finds that the soccer games of kindergartners and their negotiations of play rules intrinsically involve their social identities, both those that are real and those that are imaginary.
Exploring the Teaching of Nigerian University Undergraduates in Large Classes: The Perceived Effectiveness of Closed-Circuit Television
Author: Alba, O. Agbatogun
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Instruction,Large Group Instruction,Television,Instructional Effectiveness,College Faculty,Teacher Attitudes,Questionnaires,Statistical Analysis,Educational Technology,Technology Uses in Education,Gender Differences,Teaching Experience,Teacher Qualifications

This study examined the perception of the university lecturers on the effectiveness of Closed-Circuit Television (CCTV) In teaching undergraduate students in large classes. One hundred lecturers randomly selected from University of Lagos, Nigeria constituted the sample for the study. The data generated through a self-designed questionnaire was analysed with the t-test and Analysis of Variance statistical procedures with significance fixed at 0.05. The results indicated among other things that sex, academic qualification, and years of experience had no Influence on the perception of the lecturers about the effectiveness of C.C.T.V as a technological tool for stimulating students' attention, and participation in large classes. On the basis of the findings, it was recommended that lecturers should be more interested in the utilization of the vast technological tools that can enhance effective teaching and learning In large classes. Universities' authorities should endeavour to provide technological devices, such as Closed-Circuit Television for all faculties for effective teaching in large classes.
A Second Look at the Play of Young Children with Disabilities
Author: Buchanan, Michelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Disabilities,Play,Young Children,Psychoeducational Methods,Research Methodology,Interdisciplinary Approach,Quality of Life,Childhood Needs,History,Toddlers,Observation,Qualitative Research,Video Technology,Imagination,Interpersonal Communication,Identification (Psychology),Interpersonal Relationship,Social Development,Case Studies

The authors investigate the nature of child play for young children with disabilities using two different research models--the traditional psychoeducational research paradigm and the more recent interdisciplinary approach of the childhood studies paradigm. They base their discussion on a research study of toddlers with disabilities, and they review the history of the scholarship on the issue. In considering such matters as voice, agency, identity, and equity, which are typically concerns of the more recent paradigm, they find that the need young children with disabilities have for all kinds of play has been misrepresented by the more traditional approach. In fact, when viewed from the perspective of childhood studies, play appears to be as necessary to the quality of daily life for young children with disabilities as it does for all young children. The authors advocate the same right to play for children with disabilities granted to other children by society in general, a right acknowledged and codified in the United Nations Convention on the Rights of the Child.
Kelley Direct (KD) Toolkit: Toward the Development of Innovative Pedagogical Tools for Business Education
Author: Magjuka, Richard J.
Date: 2006-00-00
Type: Journal Articles
Subjects: Business Administration Education,Synthesis,Best Practices,Online Courses,Electronic Learning,Masters Programs,Educational Technology,Technology Uses in Education,Instructional Innovation,Computer Software Reviews,Courseware,Teaching Methods,Educational Practices

KD Toolkit shows a representative synthesis of the best practices learned by world-renowned instructors in a top ranked online MBA program in the United States. This article will share and discuss the pedagogical implications of this learning technology and the leadership and innovative effort of the program that afforded the development of KD Toolkit for an engaging learning environment.
Before It's Too Late: A Digital Game Preservation White Paper
Author: Monnens, Devin
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Video Games,Preservation,Play,History,Archives,Libraries,Optical Disks,Computer Storage Devices,Computer Peripherals,Design,Art,Culture,Information Storage

Over the last four decades, electronic games have profoundly changed the way people play, learn, and connect with each other. Despite the tremendous impact of electronic games, however, until recently, relatively few programs existed to preserve them for future generations of players and researchers. Recognizing the need to save the original content and intellectual property of electronic games from media rot, obsolescence, and loss, the Game Preservation Special Interest Group of the International Game Developers Association has issued a white paper summarizing why electronic games should be preserved, problems that must be solved to do so, some potential solutions, and why all these issues should matter to everyone interested in electronic games and play in general. In the white paper, the editing of which was partially supported by the Preserving Virtual Worlds project and by funds from the Library of Congress, its editor and six authors (Rachel Donahue created a survey for IGDA members not included in this article) issue a call for heightened awareness of the need to preserve electronic games--endangered by relatively rapid electronic decay and intellectual neglect alike--for play scholarship and for the culture of the twenty-first century. [This article was edited by Henry Lowood.]
Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners
Author: Schroeder, Shawnda M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Adult Students,Student Needs,Student Surveys,Student Attitudes,Phenomenology,Educational Environment,Holistic Approach,Counseling Services,Academic Advising,Student Experience,Group Counseling,Online Courses,Trust (Psychology),Individual Differences,Computer Mediated Communication,Educational Practices,Semi Structured Interviews

Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were interviewed, 3 from each learning environment, to understand and explain the perceived advising needs and experiences within and among learning environments. Findings suggest that adult learners, regardless of learning environment, require complex and holistic advising. Five themes of good graduate advising are discussed. The need for immediate advisor response varied with respect to participants' learning environments. Implications for practice are discussed.
The Children's Novel as a Gateway to Play: An Interview with John Morgenstern
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Childrens Literature,Novels,Interviews,Reading Habits,Literacy,Child Development,Creativity,Theories

John Morgenstern has taught literature and literacy at Mount Saint Vincent University in Halifax, Nova Scotia, for more than thirty years. He traces his interest in children's literature and play to his boyhood experiences: he read four novels a week--the maximum he could take from the bookmobile that served his Toronto suburb--and incorporated the stories into his play in the nearby Scarborough Bluffs. As an adult, he approaches children's literature with a more academic bent but remembers his boyhood responses to children's novels well. They inform his thinking in his &quot;Playing with Books: A Study of the Reader as Child,&quot; published in 2009. Noteworthy for its consideration of reading as play, the book is a short but sweeping volume in which Morgenstern explores the history of children's literature, literacy and the modern conception of childhood, the role of play in the psychological development of children, and narrative techniques in children's novels. In this interview, he discusses how children's novels serve as an entry point for play.
Mark Twain, Walt Disney, and the Playful Response to Pirate Stories
Author: West, Mark I.
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Authors,Fantasy,Imagination,Novels,Story Telling,Recreational Facilities,Children,Child Development

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 while remaining true to their literary convictions, both men understood how children incorporated and changed printed stories to fit their imaginations, and both wove this insight into their adult creations--Twain into his novels, and Disney into his theme parks and theatrical productions. Indeed, the pirates that haunted &quot;The Adventures of Tom Sawyer&quot; became the focus of Tom Sawyer Island at Disneyland and Disney World.
Playing around in Lewis Carroll's &quot;Alice&quot; Books
Author: Susina, Jan
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Books,Novels,Games,Mathematics,Children,Creativity,Imagination,Standards

Mathematician Charles Dodgson's love of play and his need for rules came together in his use of popular games as part of the structure of the two famous children's books, &quot;Alice in Wonderland&quot; and &quot;Through the Looking-Glass,&quot; he wrote under the pseudonym Lewis Carroll. The author of this article looks at the interplay between the playing of such games as croquet and cards and the characters and events of the novels and argues that, when reading Carroll (who took a playful approach even in his academic texts), it is helpful to understand games and game play.
Broomsticks Flying in Circles: Playing with Narrative in Eleanor Estes's &quot;The Witch Family&quot;
Author: Gargano, Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Imagination,Play,Fantasy,Childrens Literature,Child Development,Coping,Story Telling,Fairy Tales

The author contends that reading some narratives of make-believe can become for many children the ultimate form of fantasy play, providing them with a sense of control absent in their real world. She employs terms from French structuralist critic Gérard Genette, from Austrian child psychologist Bruno Bettelheim, and from English pediatrician D. W. Winnicott, to discuss Eleanor Estes's classic 1960s children's novel &quot;The Witch Family.&quot; The author shows how the embedded stories of the work engage its young readers in narrative games and offers them a complex picture of children at play, one they recognize and enjoy. She contends that young readers come not only to relish the structurally transgressive manipulations of the story but that, because they do so, they are better able to face the world at large. As children learn to handle the monsters and witches of Estes's narrative fantasy, they learn to cope with the doubts and worries of childhood itself, and this proves key to the book's longevity and continued popularity.
The Comparative Reach of Play and Brain: Perspective, Evidence, and Implications
Author: Burghardt, Gordon M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Brain,Animals,Animal Behavior,Evolution,Child Development,Social Influences,Psychology,Ecology,Children,Research

Scholars interested in play in humans should take note of the growing literature on play in other species, especially in light of the application of evolutionary approaches to virtually all areas of psychology. Although most research on animal play deals with mammals--particularly rodents, carnivores, and primates--studies have recorded play of different types in a wide range of other animals, both vertebrate and even invertebrate, who differ greatly in their ecology, their behavior, and their nervous systems. How we characterize such diverse forms of play shapes how we pose research questions and evaluate evidence about play in all species, including humans. In this article, the author reviews the research about play across major taxonomic divisions and looks at the questions that arise when anthropocentric views of play are set aside in order to understand play more broadly. The author then considers how this knowledge illuminates the diversity of play among humans, whom he sees as on the edge of evolutionary change. The article concludes that an understanding of the evolutionary and comparative diversity of play may have implications for integrating play into education and into other attempts to solve ills in society.
&quot;Fun Forever&quot;? Toys, Games, and Play in Louisa May Alcott's &quot;Little Women&quot;
Author: Phillips, Anne K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Novels,Play,Toys,Games,United States History,Females,Social History,Social Influences,Nineteenth Century Literature,United States Literature,Classics (Literature)

Nineteenth-century literature offers insights into the history and sociology of play in American life. Louisa May Alcott's novel &quot;Little Women&quot; contains especially rich period depictions of childhood games and amusements and provides some of the earliest scenes of American girls at play. The author discusses the various depictions of play in the novel, places these in the context of Alcott's life and work, and contrasts them to other works of the period. She contends that &quot;Little Women,&quot; detailing and celebrating play from start to finish, demonstrates how play was both valued for itself and served a socializing function. She also presents scenes from &quot;Little Women&quot; to illustrate specific aspects of nineteenth-century American play--its use of furniture and the place of dolls, for example. In short, the author treats &quot;Little Women&quot; as a privileged example to discuss play more generally, and she uses the study of play to look more carefully at the novel itself.
Design of an Automated Essay Grading (AEG) System in Indian Context
Author: Ghosh, Siddhartha
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Essays,Grading,Automation,Computer Uses in Education,Essay Tests,Natural Language Processing,Feedback (Response),English (Second Language)

Automated essay grading or scoring systems are no more a myth, but they are a reality. As of today, the human written (not hand written) essays are corrected not only by examiners/teachers but also by machines. The TOEFL exam is one of the best examples of this application. The students' essays are evaluated both by human and web based automated essay grading system and then the average is taken. Many researchers consider essays as the most useful tool to assess learning outcomes, implying the ability to recall, organize and integrate ideas, the ability to supply, merely than identify interpretation and application of data. Automated Writing Evaluation Systems, also known as Automated Essay Assessors, might provide precisely the platform we need to explicate many of the features those characterize good and bad writing and many of the linguistic, cognitive and other skills those underline the human capability for both reading and writing. They can also provide time-to-time feedback to the writers/students which can improve their writing skill. A meticulous research of last couple of years has helped us to understand the existing systems which are based on Al &amp; Machine Learning techniques and finding the loopholes and at the end to propose a system, which will work under Indian context, presently for English language influenced by local languages. Currently most of the essay grading systems are used for grading pure English essays or essays written in pure European languages. In India we have almost 21 recognized languages and influence of these local languages in English, is very much here. Newspapers in sometimes print like &quot;Now the time has come to say 'albida' (good bye) to monsoon.&quot; Due to the influence of local languages and English written by non-native English speakers (i.e., Indians) the result of TOEFL exams has shown lower scores against Indian students (also Asian students). This paper focuses on the existing automated essay grading systems, basic technologies behind them and proposes a new framework to overcome the problems of influence of local Indian languages in English essays while correcting and by providing proper feedback to the writers.
A US-China Interview Study: Biology Students' Argumentation and Explanation about Energy Consumption Issues
Author: Jin, Hui
Date: 2015-00-00
Type: Journal Articles
Subjects: Biology,Interviews,Cross Cultural Studies,Cultural Differences,Majors (Students),Persuasive Discourse,Student Attitudes,Scientific Concepts,Energy,Fuels,Energy Conservation,College Students,Foreign Countries,Science Education,Logical Thinking,Video Technology,Coding,Concept Formation,Comparative Analysis

As China and the United States become the top two carbon emitters in the world, it is crucial for citizens in both countries to construct a sophisticated understanding of energy consumption issues. This interview study examines how U.S. and Chinese students compare in explaining and arguing about two critical energy consumption issues: burning fossil fuels and using electricity. In particular, we focused on using scientific knowledge to explain and argue about these issues. Based on relevant literature and our previous research, we developed a model to guide separate assessment and evaluation of students' argumentation and explanation. We conducted clinical interviews with 40 biology majors, including 20 U.S. students and 20 Chinese students. This study generated several important findings. First, Chinese students tended to be less consistent across explanations and argumentation, and their levels of argumentation were lower than their levels of explanation. Second, in comparison to their Chinese counterparts, U.S. students provided more scientific arguments but many fewer scientific explanations. Finally, although all participants were college students and had completed at least one introductory level science course before the interviews, some of their explanations and arguments were based on informal ideas rather than matter and energy. We discuss the possible interpretations of these findings and their implications for teaching and learning of scientific explanation and argumentation in both countries.