LEADER 03063oam 22005534a 450 001 9910480688503321 005 20210713020110.0 010 $a0-8147-4496-6 024 7 $a10.18574/9780814744963 035 $a(MiAaPQ)EBC1991882 035 $a(Au-PeEL)EBL1991882 035 $a(CaPaEBR)ebr11065865 035 $a(OCoLC)905658558 035 $a(MdBmJHUP)muse86916 035 $a(DE-B1597)548589 035 $a(DE-B1597)9780814744963 035 $a(EXLCZ)993710000000430985 100 $a20160107d2015 uy 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aComplex TV$eThe Poetics of Contemporary Television Storytelling /$fJason Mittell 210 1$aLondon :$cNew York University Press,$dop. 2015. 210 3$aBaltimore, Md. :$cProject MUSE,$d2021 210 4$dİop. 2015. 215 $a1 online resource (x, 391 p.) 311 0 $a0-8147-6960-8 311 0 $a0-8147-7135-1 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tIntroduction --$t1. Complexity in Context --$t2. Beginnings --$t3. Authorship --$t4. Characters --$t5. Comprehension --$t6. Evaluation --$t7. Serial Melodrama --$t8. Orienting Paratexts --$t9. Transmedia Storytelling --$t10. Ends --$tNotes --$tIndex --$tAbout the Author 330 $aOver the past two decades, new technologies, changing viewer practices, and the proliferation of genres and channels has transformed American television. One of the most notable impacts of these shifts is the emergence of highly complex and elaborate forms of serial narrative, resulting in a robust period of formal experimentation and risky programming rarely seen in a medium that is typically viewed as formulaic and convention bound. Complex TV offers a sustained analysis of the poetics of television narrative, focusing on how storytelling has changed in recent years and how viewers make sense of these innovations. Through close analyses of key programs, including The Wire, Lost, Breaking Bad, The Sopranos, Veronica Mars, Curb Your Enthusiasm, and Mad Men the book traces the emergence of this narrative mode, focusing on issues such as viewer comprehension, transmedia storytelling, serial authorship, character change, and cultural evaluation. Developing a television-specific set of narrative theories, Complex TV argues that television is the most vital and important storytelling medium of our time. 606 $aTelewizja$xprogramy$vteksty$2jhpk 606 $aNarracja$2jhpk 606 $aTelewizja$xsztuka pisania$2jhpk 608 $aElectronic books. 615 0$aTelewizja$xprogramy 615 0$aNarracja. 615 0$aTelewizja$xsztuka pisania. 676 $a808.2/25 700 $aMittell$b Jason$f(1970- )$01051658 712 02$aNew York University Press.$4pbl 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910480688503321 996 $aComplex TV$92482326 997 $aUNINA LEADER 04793nam 2200421z- 450 001 9910261137103321 005 20210211 035 $a(CKB)4100000002484721 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/41461 035 $a(oapen)doab41461 035 $a(EXLCZ)994100000002484721 100 $a20202102d2017 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aAssociations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives 210 $cFrontiers Media SA$d2017 215 $a1 online resource (113 p.) 225 1 $aFrontiers Research Topics 311 08$a2-88945-265-4 330 $aConverging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: ? Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. ? Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. ? Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. ? Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading. 517 $aAssociations between Reading and Mathematics 606 $aPsychology$2bicssc 610 $acognitive factors 610 $aeducation 610 $amathematics 610 $aneurological perspective 610 $areading 615 7$aPsychology 700 $aOrly Rubinsten$4auth$01332403 702 $aBert De Smedt$4auth 702 $aSarit Ashkenazi$4auth 906 $aBOOK 912 $a9910261137103321 996 $aAssociations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives$93040945 997 $aUNINA