LEADER 04033nam 2200757Ia 450 001 9910454218703321 005 20200520144314.0 010 $a1-281-99955-5 010 $a9786611999551 010 $a3-11-021148-3 024 7 $a10.1515/9783110211481 035 $a(CKB)1000000000697919 035 $a(EBL)429352 035 $a(OCoLC)503441356 035 $a(SSID)ssj0000293250 035 $a(PQKBManifestationID)11213259 035 $a(PQKBTitleCode)TC0000293250 035 $a(PQKBWorkID)10272418 035 $a(PQKB)10715478 035 $a(MiAaPQ)EBC429352 035 $a(DE-B1597)35310 035 $a(OCoLC)1013939244 035 $a(OCoLC)1037982919 035 $a(OCoLC)1041980804 035 $a(OCoLC)1046609549 035 $a(OCoLC)1047001971 035 $a(OCoLC)1049630795 035 $a(OCoLC)1054881765 035 $a(OCoLC)703213379 035 $a(DE-B1597)9783110211481 035 $a(Au-PeEL)EBL429352 035 $a(CaPaEBR)ebr10275834 035 $a(CaONFJC)MIL199955 035 $a(EXLCZ)991000000000697919 100 $a20080822d2008 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCulture, society, and cognition$b[electronic resource] $ecollective goals, values, action, and knowledge /$fby David B. Kronenfeld 210 $aBerlin ;$aNew York $cMouton de Gruyter$dc2008 215 $a1 online resource (292 p.) 225 1 $aMouton series in pragmatics,$x1864-6409 ;$v3 300 $aDescription based upon print version of record. 311 $a3-11-020607-2 320 $aIncludes bibliographical references (p. [263]-273) and index. 327 $t Frontmatter -- $tContents -- $tChapter 1. Introduction -- $tChapter 2. Background and history -- $tChapter 3. Language to culture - building from Kronenfeld's semantic theory -- $tChapter 4. Culture as distributed cognition -- $tChapter 5. An agent-based approach to cultural (and linguistic) change: Examples -- $tChapter 6. Society (with a note on the self) -- $tChapter 7. Ethnicity -- $tChapter 8. The social construction of ethnicity: Intuition, authenticity, authenticators - the Sami example -- $tChapter 9. Some kinds of cultural knowledge - a non-exhaustive list -- $tChapter 10. Illustrative Examples -- $tChapter 11. Problems - messages vs. codes -- $tChapter 12. Other theoretical issues and relationships -- $tChapter 13. Illustrative examples: cultural models -- $tChapter 14. Gregory Bateson: pulling it all together -- $t Backmatter 330 $aThis theoretically motivated approach to pragmatics (vs. semantics) produces a radically new view of culture and its role vis-a-vis society. Understanding what words mean in use requires an open-ended recourse to pragmatic cultural knowledge. Cultural knowledge makes up a productive conceptual system. Members of a cultural community share the system but not all of the system's content, making culture a system of parallel distributed cognition. This book presents such a system, and then elaborates a version of "cultural models" that relates actions to goals, values, emotional content, and context, and that allows both systematic generative capacity and systematic variation across cultural and subcultural groups. Such models are offered as the basic units of cultural action. Culture thus conceived is shown as a tool that people use rather than as something deeply internalized in their psyches. 410 0$aMouton series in pragmatics ;$v3. 606 $aCognition and culture 606 $aCulture 606 $aDistributed cognition 608 $aElectronic books. 615 0$aCognition and culture. 615 0$aCulture. 615 0$aDistributed cognition. 676 $a306.4/201 700 $aKronenfeld$b David B.$f1941-$0966040 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454218703321 996 $aCulture, society, and cognition$92452538 997 $aUNINA LEADER 03592oam 2200697I 450 001 9910464521703321 005 20200520144314.0 010 $a1-138-17805-5 010 $a1-136-46690-8 010 $a1-315-01501-3 024 7 $a10.4324/9781315015019 035 $a(CKB)3710000000081821 035 $a(EBL)1581622 035 $a(SSID)ssj0001145737 035 $a(PQKBManifestationID)11660888 035 $a(PQKBTitleCode)TC0001145737 035 $a(PQKBWorkID)11124291 035 $a(PQKB)10812054 035 $a(MiAaPQ)EBC1581622 035 $a(Au-PeEL)EBL1581622 035 $a(CaPaEBR)ebr10824077 035 $a(CaONFJC)MIL552695 035 $a(OCoLC)866445250 035 $a(OCoLC)897452334 035 $a(EXLCZ)993710000000081821 100 $a20180331e20131995 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHistory in the early years /$fHilary Cooper 205 $aSecond edition. 210 1$aLondon :$cRoutledge,$d2013. 215 $a1 online resource (248 p.) 225 1 $aTeaching and learning in the first three years of school 225 0$aTeaching and learning in the early years 300 $aFirst published in 1995 by Routledge. 311 $a1-306-21444-0 311 $a0-415-27145-2 320 $aIncludes bibliographical references (pages [221]-231) and index. 327 $aCover; Title Page; Copyright Page; Table of Contents; List of illustrations; Editor's preface; Acknowledgements; Introduction; Prologue; PART I An introduction to history: the Foundation Stage; 1 Understanding change over time; 2 Interpretations of the past; 3 Deductions and inferences from sources; PART II History during the first three years of school; 4 Teaching children to understand concepts of time and change; 5 Interpretations; 6 Deductions from sources; PART III Organisation, planning and assessment; 7 Long-term planning; 8 Planning a unit of study; PART IV Three case studies 327 $a9 Case study 1: 'Toys and Games, Now and Then'10 Case study 2: year 1- 'Castles'; 11 Case study 3: year 2 - 'A class museum'; PART V In-service workshops; 12 In-service workshops: some examples; Resources referred to in the text; Bibliography; Index 330 $aHistory in the Early Years is an innovative and accessible guide to helping young children explore the past through their environment, family history and story. This fully revised edition includes guidance on introducing children to the past at the Foundation Stage in school and pre-school settings. Throughout it shows how the requirements of the early years curriculum can be met in innovative ways, and is fully illustrated by case study examples of children's learning and also supported by recent research.The book will support both new and experienced early years practitioners in 410 0$aTeaching and learning in the first three years of school. 606 $aHistory$xStudy and teaching (Early childhood) 606 $aHistory$xStudy and teaching (Elementary) 606 $aHistory$xStudy and teaching (Preschool) 608 $aElectronic books. 615 0$aHistory$xStudy and teaching (Early childhood) 615 0$aHistory$xStudy and teaching (Elementary) 615 0$aHistory$xStudy and teaching (Preschool) 676 $a372.89 700 $aCooper$b Hilary$f1943,$0920332 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464521703321 996 $aHistory in the early years$92064258 997 $aUNINA LEADER 00758nam a2200193 a 4500 001 991000113879707536 008 035 $ab14431063-39ule_inst 040 $aBibl. Dip.le Aggr. Studi Umanistici$bita 100 1 $aD'Ambra Lucio$0202535 245 13$aIl guscio e il mondo :$bRomanzo /$cLucio D'Ambra 260 $aMilano-Verona :$bA. Mondadori Edit. Tip.,$c1931 300 $a345 p. ;$c20 cm 907 $a.b14431063$b18-02-22$c18-02-22 912 $a991000113879707536 945 $aLE008 Fondo Lapresa 20$g1$i2008000601065$lle008$nLE008 Fondo Lapresa$og$pE15.00$q-$rl$so $t0$u0$v0$w0$x0$y.i15997984$z18-02-22 996 $aGuscio e il mondo$92596669 997 $aUNISALENTO 998 $ale008$b18-02-22$cm$da $e-$fita$git $h3$i0