1,721,182 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Indvirkningen af rummets dynamik på autisters læring - et adfærdspsykologisk perspektiv
No full textThis study investigates how the surrounding environment can be affected by the mindset lying within the behavioral psychology, behaviorism, to optimize autistic peoples learning possibilities. The behavioristic theory focuses on humans’ actions and behavior instead of mental processes, which is compatible with the fact that people diagnosed within the autism spectrum suffer from a developmental disorder, why their learning opportunities are increased by palpable and specific methods. Autistic people have weakened or absent social, communicational and imagination skills, and as a consequence, their possibilities to be part of meaningful social relationships are often hindered, why learning and competence development is of great importance. Through analytic processes the focus of this study has been on how to organize and improve the spaces autistic people interact and mature in, through behavioristic principles, so they invite to and increase learning possibilities and competence development. Furthermore it is discussed whether the behavioristic theory is sufficient to give an adequate answer to this issue, and it is suggested that a combination with cognitive psychology might have given more comprehensive concluding answers. In spite of this is the conclusion, drawn from this study, that encouraging surroundings for autistic people can be organized by behavioristic principles, as long as educational and pedagogical dynamics are attributed.This study investigates how the surrounding environment can be affected by the mindset lying within the behavioral psychology, behaviorism, to optimize autistic peoples learning possibilities. The behavioristic theory focuses on humans’ actions and behavior instead of mental processes, which is compatible with the fact that people diagnosed within the autism spectrum suffer from a developmental disorder, why their learning opportunities are increased by palpable and specific methods. Autistic people have weakened or absent social, communicational and imagination skills, and as a consequence, their possibilities to be part of meaningful social relationships are often hindered, why learning and competence development is of great importance. Through analytic processes the focus of this study has been on how to organize and improve the spaces autistic people interact and mature in, through behavioristic principles, so they invite to and increase learning possibilities and competence development. Furthermore it is discussed whether the behavioristic theory is sufficient to give an adequate answer to this issue, and it is suggested that a combination with cognitive psychology might have given more comprehensive concluding answers. In spite of this is the conclusion, drawn from this study, that encouraging surroundings for autistic people can be organized by behavioristic principles, as long as educational and pedagogical dynamics are attributed
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