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[null,"1.","Record Nr.",null,"UNINA9910476928403321"]
[null,null,"Autore",null,"Bernhardt Reinhold"]
[null,null,"Titolo",null,"Musik in interreligiösen Begegnungen"]
[null,null,"Pubbl/distr/stampa",null,"Zürich, : TVZ Theologischer Verlag Zürich, 2019"]
[null,null,"Collana",null,"Beiträge zu einer Theologie der Religionen"]
[null,null,"Lingua di pubblicazione",null,"Tedesco"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Die Praxis und Theorie interkultureller und interreligiöser Begegnungen konzentrierte sich bisher vor allem auf den «Dialog» im Sinne eines verbalen Austauschs. In jüngerer Vergangenheit wurde diese Engführung erweitert. Über die rationale und ethische Dimension der Begegnung hinaus rückten ästhetischen Formen und Medien ins Blickfeld. Diese Akzentverschiebung soll in diesem Band im Blick auf die Musik als Medium der Begegnung reflektiert werden. In unterschiedlichen Wissenschaftsperspektiven wird der Frage nachgegangen, wie sich Musik in interreligiösen Begegnungen auswirkt. Leitfragen sind u.a.: Liegt in der Musik wirklich die ihr zuweilen zugeschriebene innere Kraft, völkerverständigend und kulturell-brückenbauend zu wirken? Welche Formen der durch Musik vermittelten interkulturellen und interreligiösen Begegnung lassen sich unterscheiden. Kommt dabei spezifisch religiöse Musik zum Einsatz oder wird diese gerade vermieden? Wie lässt sich Musik als religiös qualifizieren? Was bedeutet „Verständigung“ in diesem Zusammenhang? Was sind überhaupt ästhetische Erfahrungen?"]
[null,"2.","Record Nr.",null,"UNINA9910956884803321"]
[null,null,"Autore",null,"Luelsdorff Philip"]
[null,null,"Titolo",null,"Developmental orthography / / Philip A. Luelsdorff"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam : , : John Benjamins Pub. Co., , 1991"]
[null,null,"ISBN",null,"1-283-42398-7"]
[{"$nulls":4},"9786613423986"]
[{"$nulls":4},"90-272-7429-0"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (289 pages) : illustrations, charts"]
[null,null,"Disciplina",null,"428/.007"]
[null,null,"Soggetti",null,"English language - Study and teaching - German speakers"]
[{"$nulls":4},"English language - Orthography and spelling"]
[{"$nulls":4},"Second language acquisition"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [263]-273) and indexes."]
[null,null,"Nota di contenuto",null,"DEVELOPMENTAL ORTHOGRAPHY; Title page; Copyright page; Acknowledgments; Table of contents; Preface; Introduction Uta Frith; English Vowel Spellings; Introduction; 1. The prior framework; 2. A hierarchical framework; 3. Orthographic constituent structure; 4. Conclusion; A Formal Approach to Error Taxonomy; Introduction; 1. Error taxonomy; 2. Structural errors; 3. Rank hierarchy; 4. Final remarks; Processing Strategies in Bilingual Spellers; Introduction; 1. Processing strategies; 1.1 Letter-naming; 1.2 Overgeneralization; 1.3 Transfer; 2. Summary and conclusion; Note"]
[{"$nulls":4},"Bilingual Intralinguistic Orthographic Interference; Introduction; 1. The group experiment; 2. The error framework; 3. Some conclusions; Note; The Complexity Hypothesis and Graphemic Ambiguity; 1. Introduction; 1.1 Review of the literature; 1.2 Purpose; 2. Consonant doubling in German and English; 2.1 German consonant doubling; 2.2 English consonant doubling; 3. Method; 3.1 Subjects; 3.2 Design; 3.3 Materials; 3.4 Procedure; 4. Results; 4.1 Hypothesis 1; 4.2 Hypothesis 2; 5. Discussion; 5.1 Hypothesis 1; 5.2 Hypothesis 2; 6. Conclusion; APPENDIX I; APPENDIX II"]
[{"$nulls":4},"The Complexity Hypothesis and Morphemic Spelling; Introduction; 1. Received developmental patterns; 2. Learning morphemic spelling; 3. Hierarchies of accuracy vs. hierarchies of acquisition; 4. Error patterns in morphemic spelling; 5. Summary and prospects; Note; APPENDIX: Instruction on the pronunciation and spelling of the regular past tense; "]
[{"$nulls":4},"Psycholinguistic determinants of orthography acquisition; Introduction; 1. Method; 2. Purpose; 3. Procedure; 4. Results; 1. Summary of data in terms of sound, grade and school type; 2. Investigation of each hypothesis separately; 3. A general model"]
[{"$nulls":4},"4. Prototypical errors; 4.1 Hauptschule; 4.2 Realschule; 4.3 Gymnasium; 5. Conclusion; Note; APPENDIX I. Tables; APPENDIX II; Developmental Morphographemics; 0. Introduction; 1. Purpose; 2. The Experiment; 3. Discussion; 3.1 The Familiarity Hypothesis; 3.2 The Part of Speech Hypothesis; 3.3 The Morphology Hypothesis; 3.4 The Morphographemic Rule Hypothesis; 4. Conclusion; APPENDIX I. Phonology-free Morphographemic Alternations; APPENDIX II. Developmental Morphographemics (N = 13); Orthographic Complexity and Orthography Acquisition; Introduction; 1. Orthographic complexity"]
[{"$nulls":4},"2. Orthographic complexity and orthography of inflection; 3. Acquisition of the orthography of inflection and contraction; 4. Acquisitional stages; 5. Individual variation; 6. Developmental orthography; 7. Conclusion; APPENDIX I: Dictation Exercise; APPENDIX II: Test Words; A Psycholinguistic Model of the Bilingual Speller; Introduction; 1. The experiment; 2. The results; 3. Discussion; 4. Conclusion; APPENDIX I. False friends: Words to dictation; APPENDIX II. False friends: Test words; APPENDIX III. False friends: Control Words; APPENDIX IV. The Results; Developmental Orthography; Introduction; 1. L1-English orthography"]
[null,null,null,"Sommario/riassunto","Philip Luelsdorff's highly original approach to the grammar of orthography is to analyse in detail how German pupils learn about written English. In this collection of essays and experiments we are presented with the rich finds of a decade of programmatic research. The context is set with an exposition of current cognitive models of reading and spelling. Cognitive psychology and psycholinguistics meet in Luelsdorff's concept of linguistic error. This concept forms the basis from which it is possible to derive the grammar that governs our largely unconscious and vast knowledge of written words."]