38 research outputs found
Arnould de Vuez, auteur des dessins du Parthénon attribués à Carrey
No full textΟ Arnould de Vuez, δημιουργός των σχεδίων τον Παρθενώνος που αποδίδονται στον Carrey
Η απόδοση της πρώτης ολόκληρης σειράς σχεδίων της ζωφόρου του Παρθενώνος - γνωστής με το όνομα Album Nointel (1674) - στον καλλιτέχνη από την Troyes Jacques Carrey πρέπει να επανεξεταστεί. Το έργο αυτό εκπονήθηκε κατά τη διάρκεια της αποστολής στο Αιγαίο του μαρκησίου de Nointel, πρεσβευτού του Λουδοβίκου του 14ου στην Κωνσταντινούπολη. Πολλές πηγές φανερώνουν ότι οι δύο ζωγράφοι που συνόδευαν το Γάλλο διπλωμάτη ήταν «φλαμανδικής» καταγωγής. Ένας από αυτούς τους «φλαμανδούς» ζωγράφους είναι ο Βέλγος Rombaut Faydherbe (1649-1673), για τον οποίο γνωρίζουμε ότι πέθανε στη Νάξο κατά τη διάρκεια του ταξιδιού, δηλαδή πριν από το πέρασμα της αποστολής στην Αθήνα, το οποίο τοποθετείται στο τέλος του περίπλου του Αιγαίου. Η μελέτη μας επιχειρεί να αποδείξει ότι ο σύντροφος του στο ταξίδι ήταν πιθανότατα ο φλαμανδικής καταγωγής ζωγράφος από τη Lille Arnould de Vuez (1644-1720), η παρουσία του οποίου στο πλευρό του μαρκησίου του Nointel μαρτυρείται επίσης κατά τη διάρκεια της θητείας του στην πρεσβεία στην Κωνσταντινούπολη.Arnould de Vuez, author of the Parthenon drawings attributed to Carrey
The earliest complete series of drawings showing the Parthenon frieze - the Album Noitel (1674) - has traditionally been attributed to the Troyes artist Jacques Carrey. Such attribution should be brought into question. This document was drawn during the Aegean Sea expedition led by Marquis de Nointel, Louis XIV's ambassador to Constantinople. Several sources mention that the two painters attached to the French diplomat were of "Flemish" origin. The latter mention straightaway makes any intervention by Jacques Carrey impossible, as he is from Champagne. The name of one of these 'Flemish' painters is Rombaut Faydherbe, from Malines, (1649-1673), who is known to have died, during the visit to the island of Naxos, therefore before the visit of the mission to Athens. Our study tends to prove that his travelling companion most probably was a painter from Lille, Arnould deVuez (1644-1720), of Flemish origin, whose presence alongside Marquis de Nointel is also attested during his ambassadorship to Constantinople.L'attribution de la première série complète de dessins de la frise du Parthénon - connue sous le nom d'Album Nointel (1674) - à l'artiste troyen Jacques Carrey, doit être remise en question. Ce document fut exécuté au cours de l'expédition en mer Egée du marquis de Nointel, ambassadeur de Louis XIV à Constantinople. Plusieurs sources précisent que les deux peintres qui suivirent le diplomate français étaient d'origine « flamande ». Cette indication exclut l'intervention de Jacques Carrey, d'origine champenoise. Un de ces peintres « flamands » est le Malinois Rombaut Faydherbe (1649-1673), dont on sait qu'il mourut en cours d'expédition à Naxos, soit avant même le passage de la mission à Athènes, qui se situe à la fin du périple égéen. Notre étude cherche à démontrer que son compagnon de voyage fut probablement le peintre lillois d'origine flamande Arnould de Vuez (1644-1720), dont la présence aux côtés du marquis de Nointel est également attestée au cours de son ambassade à Constantinople.De Rycke Jean-Pierre. Arnould de Vuez, auteur des dessins du Parthénon attribués à Carrey. In: Bulletin de correspondance hellénique. Volume 131, livraison 1, 2007. pp. 721-753
Music and social cognition
No full text已有文獻指出幼兒能夠根據他人的意圖、慾望和信念以解釋對方的行為。本硏究的主要目的為探究幼兒能否理解音樂所傳達的情緒以及能否運用情緒來推測對方的行為，並了解這兩種能力之間的關係。在第一項測試中，我們用了Phillip et al.（2002）的注視時間飾演方範式（looking-time paradigm)來測試幼兒能否透過觀察他人的情緒(包括面部表情及說話)來推斷他的行為。在此項測試中，幼兒會觀看兩種情景（一）實驗人員首先會笑著面向物件甲說話，跟著手抱該物件（一致的情況）；（二）實驗人員首先會笑著面向物件甲說話，但接著手抱另一物件（不一致的情況）。因為在不一致的情況下實驗人員的面部表情與她的行為不協調，假若幼兒能夠理解實驗人員的情緒與行為之間的關係，幼兒將會對這種情況比較感到驚訝，因而注視時間會較長。在另一項測試中，我們運用了跨感官比對飾演方範式（intermodal matching paradigm）來探究幼兒能否理解音樂所表達的情緒。我們在播放開心的音樂之後，幼兒同樣地會觀看兩種情景：（一）螢幕中的實驗人員面露笑容地講話（一致的情況）；（二）螢幕中的實驗人員面帶哀傷地說話（不一致的情況）。由於在不一致的情況下音樂傳達的情緒與實驗人員的面部表情不相符，如果幼兒能夠理解音樂中的情緒，他們對這種情況的注視時間將會較長。此外，鑬於幼兒的語言能力與理解他人的行為及想法有著密切的關連，我們亦要求家長填寫《漢語溝通發展量表》來評估幼兒的語言溝通能力。是次硏究對象為三十五名十八個月大幼兒（平均年齡為十八月及四天）。硏究結果顯示，（一）當實驗人員對一件物件面露笑容時，她便會手握該物件；（二）當實驗人員聽到開心的音樂時，她會面露笑容；相反，當她聽到悲傷的音樂時她便會愁眉苦臉。結果亦顯示幼兒在以上兩項測試中的表現並沒有正向的關聯，即與我們的假設不相符。由於我們認為次序效應（order effect）影響了本硏究的結果，因此我們建議在量度幼兒對音樂中的情緒之理解，以及對情緒與行為之間的關係的理解應作出適當的修改。總括而言，是次硏究把動作及視覺經驗延伸至聽覺經驗，以及由理解意向和信念延伸至理解情緒，因此本硏究對了解自身經驗和理解他人行為及想法之間的關係潛在莫大的貢獻。Prior studies demonstrated infants’ precocious mentalistic reasoning of attributing others’ behaviours to intentions, desires and beliefs. However, fewer studies looked at infants’ interpretation of behaviours in terms of agents’ emotional expressions. The present study examined the relationship between infants’ perception of emotions in music and their understanding of behaviours as motivated by emotional states. In Task 1, we adapted Phillips et al.’s (2002) looking-time paradigm to assess infants’ use of emotional information to predict agent’s action. Infants were shown an actress with positive emotional-visual regard directed towards one object and subsequently grasping the same object (consistent event) or the other one (inconsistent event). If infants appreciated the connection between actress’ affect and her action, they should show greater novelty response to inconsistent events in which the actress’ expressed emotion contradicted the expected action. In Task 2, an intermodal matching paradigm was used to test whether infants are sensitive to emotions conveyed in music. We exposed infants to happy or sad music and later showed them an actress portraying either happy or sad dynamic facial expressions on a monitor. If they could discern the emotions embedded in the musical excerpts, they should look longer when the actress’ posed emotion is inconsistent with the emotion represented in the music. Parental report of language skills as measured by the Mac-Arthur Bates Communicative Development Inventories was also obtained to partial out the effect of language ability on psychological reasoning. Results from 35 18-month-olds (M = 18 months 4 days) revealed that as a group (a) they recognized that the actress tended to grasp the object with which she had positively regarded previously, and (b) they appreciated that the actress tended to show happy face upon hearing positive music excerpts whereas sad facial expression was displayed when listening to sad music. Contrary to our hypothesis, we failed to find a positive correlation between these two conceptual understanding. We speculate that the result was obscured by order effects, and suggestions have been proposed to ameliorate the measurement of infants’ looking preferences as reflecting their conceptual understanding. Despite the null result, the current study is potentially significant in corroborating the role of first-person experience in social cognition by extending from motor and visual experience to auditory experience on the one hand, as well as from intention and belief attribution to emotion attribution on the other.Detailed summary in vernacular field only.Siu, Tik Sze Carrey.Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.Includes bibliographical references (leaves 62-84).Abstracts also in Chinese.Introduction --- p.11Infants’ Early Psychological Reasoning --- p.11Self-experience as a Mechanism underlying Infants’ Psychological Reasoning --- p.14Infants’ Attribution of Behaviours to Emotions --- p.17Music as a Language of Emotions --- p.23The Perception of Emotions in Music among Young Children and Infants --- p.25The Hypothesis of the Present Study --- p.29Method --- p.32Participants --- p.32Apparatus and Materials --- p.33Chapter Task 1 --- : Ability to predict agent’s action based on expressed emotion --- p.33Chapter Task 2 --- : Ability to decode emotions in music --- p.33Musical stimuli --- p.33Facial expressions --- p.34The MacArthur-Bates Communicative Development Inventories --- p.35Procedure --- p.36Chapter Task 1 --- : Ability to predict agent’s action based on expressed emotion --- p.36Chapter Task 2 --- : Ability to decode emotions in music --- p.38Reliability Coding --- p.39Results --- p.41Chapter Task 1 --- : Ability to Predict Agent’s Action Based upon Expressed Emotion --- p.41Familiarization --- p.41Test events --- p.41Chapter Task 2 --- : Ability to Decode Emotions in Music --- p.4242Test events --- p.42The Link between Task 1 and Task 2 --- p.43Discussion --- p.46Limitations and Further Research --- p.53Significance and Implications --- p.59Conclusion --- p.60References --- p.62Appendices --- p.85Table --- p.85Figures --- p.8
Engaging with happy‐sounding music promotes helping behavior in 18‐month‐olds
No full textEngaging with music fosters prosocial responding in infants and toddlers. In this pilot study, we examined whether music that expresses contrasting emotions (happy vs. sad) was associated with toddlers’ helpfulness. Seventy-five 18-month-olds from Hong Kong China were randomly assigned to engage with music with an experimenter in one of two conditions: happy or sad-sounding music. After the musical engagement task, toddlers from both conditions completed the same set of helping tasks. For instrumental (action-based) helping, toddlers were significantly more helpful after
engaging with happy-sounding music than with sad-sounding music. Our initial findings suggest that cues linked to happy- and sad-sounding music influence toddlers’ prosocial responses
Infants' sensitivity to emotion in music and emotion-action understanding.
No full textEmerging evidence has indicated infants' early sensitivity to acoustic cues in music. Do they interpret these cues in emotional terms to represent others' affective states? The present study examined infants' development of emotional understanding of music with a violation-of-expectation paradigm. Twelve- and 20-month-olds were presented with emotionally concordant and discordant music-face displays on alternate trials. The 20-month-olds, but not the 12-month-olds, were surprised by emotional incongruence between musical and facial expressions, suggesting their sensitivity to musical emotion. In a separate non-music task, only the 20-month-olds were able to use an actress's affective facial displays to predict her subsequent action. Interestingly, for the 20-month-olds, such emotion-action understanding correlated with sensitivity to musical expressions measured in the first task. These two abilities however did not correlate with family income, parental estimation of language and communicative skills, and quality of parent-child interaction. The findings suggest that sensitivity to musical emotion and emotion-action understanding may be supported by a generalised common capacity to represent emotion from social cues, which lays a foundation for later social-communicative development
Infants’ sensitivity to emotion in music and emotion-action understanding
No full textEmerging evidence has indicated infants’ early sensitivity to acoustic cues in music. Do they
interpret these cues in emotional terms to represent others’ affective states? The present
study examined infants’ development of emotional understanding of music with a violation
of-expectation paradigm. Twelve- and 20-month-olds were presented with emotionally
concordant and discordant music-face displays on alternate trials. The 20-month-olds, but not
the 12-month-olds, were surprised by emotional incongruence between musical and facial
expressions, suggesting their sensitivity to musical emotion. In a separate non-music task,
only the 20-month-olds were able to use an actress’s affective facial displays to predict her
subsequent action. Interestingly, for the 20-month-olds, such emotion-action understanding
correlated with sensitivity to musical expressions measured in the first task. These two abilities
however did not correlate with family income, parental estimation of language and communicative
skills, and quality of parent-child interaction. The findings suggest that sensitivity
to musical emotion and emotion-action understanding may be supported by a generalised
common capacity to represent emotion from social cues, which lays a foundation for later
social-communicative development
Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students
No full textThe ever-growing bilingual population worldwide has fuelled research on how a first (L1) and a second (L2) language interact to affect bilinguals’ language and reading acquisition. The present thesis centred on bilinguals’ syntactic skills in L1 Chinese and in typologically distant L2 English, and their cross-language interactions with reading development.
Study 1 was a two-year longitudinal study in which 198 grade 1 and 203 grade 3 Hong Kong Chinese-English bilinguals participated. The children were assessed on syntactic skills and reading comprehension in Chinese and in English, nonverbal intelligence, working memory, language-related skills, and were re-tested after one year. Study 1A primarily examined the contrasting roles of morphosyntactic and word order skills in Chinese and English reading across grades. Hierarchical regression analyses revealed that reading comprehension was differentially dependent on the two syntactic skills across ages and languages. Word order, relative to morphosyntactic skill, was critical to text comprehension at an earlier time. Word order was also more important to reading in Chinese, whereas reading in English gradually relied more on morphosyntactic skill.
Study 1B used structural equation modelling to study the cross-language relationships. Mediation analyses showed that L1 Chinese syntactic skills cross-linguistically predicted L2 English reading comprehension over time; this prospective association was largely mediated by L2 English syntactic skills among the fourth graders. Further analyses suggested that word order skill was more transfer-ready than morphosyntactic skill, indicating an effect of linguistic distance upon language transfer.
Beyond a mere cross-language syntactic transfer, Study 2 was designed to examine if bilinguals’ dual-language experience fostered further syntactic advancement via enhancing sensitivity to underlying syntactic structures. Participants in Study 2 comprised three age cohorts, including 69 primary school children, 56 secondary school adolescents, and 73 undergraduate adults. They were tested on morphosyntactic skill, word order skill, artificial syntax learning, and general cognitive abilities. Across the three cohorts, the Chinese-English bilinguals performed better than their English monolingual peers in acquiring a novel syntax and processing morphosyntax specific to English. The bilingual adults also performed better than their monolingual peers in manipulating language-specific word order. Moreover, the adolescent and adult bilinguals were also assessed on analogical reasoning; the bilinguals who were more skilled at abstracting similarities and differences between structures were generally superior in learning the new syntactic patterns and processing language-specific word order. Study 2 thus supports the structural sensitivity hypothesis that bilinguals’ advantage is not confined to knowledge and strategies specific to the additional language, but constitutes a more abstract representation of underlying linguistic structures in general.
The findings collectively suggest how syntactic and reading skills can be developed in a bilingual learning context. Teachers may evoke L1 syntactic knowledge and map it onto L2 corresponding features to facilitate L2 reading. Drawing analogy between parallel L1 and L2 constructions works through making bilinguals taking linguistic structures more analytically. Building up L2 proficiency is also necessary because it is the prerequisite for reaping the bilingual benefits in maximising L2 learning. To conclude, skilled L2 reading necessitates a careful consideration of the cross-language syntactic development.published_or_final_versionPsychologyDoctoralDoctor of Philosoph
Emotional experience in music fosters 18‐month‐olds' emotion–action understanding: a training study
No full textA longitudinal reciprocal relation between theory of mind and language
No full textNinety-seven Cantonese-speaking 4-year-olds were tested three times over 6 months on belief
based theory of mind (ToM), general language ability, complement syntax, and verb factivity
understanding. These capacities were assessed with carefully designed tasks to minimize overlaps
in measurement. Results showed that early general language predicted later performances on the
unexpected content and belief-emotion ToM tasks, and early change-of-location predicted later
discrimination of strong factive and non-factive verbs but not general language and complementation.
The present results provide longitudinal evidence for a reciprocal relation between
language and ToM development: General language ability supports the development of belief
based ToM; belief-based ToM facilitates the learning of verb semantics specialized in communicating mind-reality (mis)match
O homem nas teias da comunicação midiática: uma análise de O Show de Truman
No full textThis article’s object is constituted by the film The Truman Show (1998), directed by Peter Weir and starring Jim Carrey. This text analyzes the cinematographic representation to discuss relativequestions to the communication, the media and the consumption. Based on authors as Mikhail Bakhtin, Guy Debord, Michel de Certeau and Wolfgang Fritz Haug, the author develops a reflection about the relation between the man and the media, the language as mediation, the society of the spectacle and the everyday life.Este artigo tem por objeto o filme O Show de Truman (1998), dirigido por Peter Weir e estrelado por Jim Carrey. O texto analisa a representação cinematográfica para discutir questões relativas àcomunicação, à mídia e ao consumo. Com base em autores como Mikhail Bakhtin, Guy Debord, Michel de Certeau e Wolfgang Fritz Haug, o autor desenvolve uma reflexão sobre a relação entre o homem e a mídia, a linguagem como mediação, a sociedade do espetáculo e o cotidiano
Infants’ mean looking times in the emotion-action understanding test.
No full textInfants’ mean looking times in the emotion-action understanding test.</p
