The visual image in Epiphanic Short History

The visual image is a fundamental component of epiphany, stressing its immediacy and vividness, corresponding to the enargeia of the traditional ekphrasis and also playing with cultural and social meanings. Morris Beja in his seminal book Epiphany in the Modern Novel, draws our attention to the distinction made by Joyce between the epiphany originated in a common object, in a discourse or gesture and the one arising in ���a memorable phase of the mind itself���. This type materializes in the ���dream-epiphany��� and in the epiphany based in memory. On the other hand, Robert Langbaum in his study of the epiphanic mode, suggests that the category of ���visionary epiphany��� could account for the modern effect of an internally glowing vision like Blake���s ���The Tyger���, which projects the vitality of a real tyger. The short story, whose length renders it a fitting genre for the use of different types of epiphany, has dealt with the impact of the visual image in this technique, to convey different effects and different aesthetic aims. This paper will present some examples of this occurrence in short stories of authors in whose work epiphany is a fundamental concept and literary technique: Walter Pater, Joseph Conrad, K. Mansfield, Clarice Lispector. Pater���s ���imaginary portraits��� concentrate on ���priviledged moments��� of the lives of the characters depicting their impressions through pictorial language; Conrad tries to show ���moments of awakening��� that can be remembered by the eye; Mansfield suggests that epiphany, the ���glimpse���, should replace plot as an internal ordering principle of her impressionist short-stories; in C. Lispector the visualization of some situations is so aggressive that it causes nausea and a radical revelation on the protagonist���s.

Departament de Psicologia [Ressenya del llibre Adolescents and audio-visual media in five countries, de Ferran Casas, Irene Rizzini, Rose September, Per Egil Mjaavatn i Usha Nayar (coord.)]

Aquest llibre ��s el producte d'anys de cooperaci�� entre equips de recerca de cinc pa��sos diferents, tot ells Key Institutions de la xarxa Childwatch International, en el marc d'un projecte plurinacional sobre adolescents i mitjans

Confecci��n del documental audio-visual hist��rico-etnogr��fico : los religiosos castellano-leoneses en la evangelizaci��n de Am��rica.

No est�� publicado.

Iris : proyecto audio-visual : base de datos e im??genes sobre personas con discapacidad

El v??deo est?? realizado por profesores de las ??reas de Did??ctica y Organizaci??n Escolar y Teor??a e Historia de la Educaci??n, durante los a??os 2000 y 2001. Recoge la opini??n de profesionales, padres y madres y personas con discapacidad f??sica (sordos, ciegos y P.C.I.)y personas con discapacidad mental en relaci??n con diferentes aspectos de la vida diaria: hogar, inserci??n laboral, etc. Este recurso did??ctico est?? dise??ado para el visionado, interpretaci??n te??rico-pr??ctica y contraste de opiniones en el aula, de ense??anza superior, para abordar la formaci??n de los profesionales que van a desarrollar su actividad con personas con discapacidad.

La metodolog��a estructuro-global audio-visual y la ense��anza del franc��s a distancia.

La funci��n de la Lengua en el Bachillerato es triple: como factor de promoci��n socio-econ��mica que permite en algunos casos obtener mejoras salariales y en otros alcanzar puestos vedados a los que no conocen idiomas, la UNESCO recomienda su estudio por su funci��n educativa respecto al ser humano, integrante de los distintos grupos nacionales, enriquecimiento del sentido cr��tico y de tolerancia al apreciar las diferencias y semejanzas de los distintos pueblos, una cultura humanista que debe procurar el estudio de la lengua francesa, m��xime para nosotros si tenemos en cuenta que es un pa��s fronterizo nuestro y que permite el camino para llegar a Europa, es l��gico que la lengua francesa sea tan importante para nosotros debido a las relaciones comerciales, econ��micas, etc��tera que se desarrollan en esta lengua.; como tercera funci��n, y primordial, el apredizaje de, por lo menos, un idioma, es primordial para la formaci��n de la personalidad. A partir de 1975 son importantes los avances conseguidos en el estudio de un idioma, sobre todo los esfuerzos de renovaci��n did��ctica, destacando las aportaciones de la metodolog��a estructuroglobal audiovisual, nacida a partir de los a��os cincuenta y que est�� siendo renovada constantemente. Si el alumno ha de aprender el franc��s a distancia debe tener un material adecuado a trav��s de cassettes con di��logos para aprender a pronunciar correctamente. Despu��s se aprender�� a leer y escribir porque se supone que se sabe pronunciar correctamente y el transcribir la lengua oral es un ejercicio para fijar los conocimientos. Pero el aprendizaje de un idioma debe realizarse dedicando todos los d��as un tiempo concreto, esta regularidad es la permite aprenderlo. As��, en cada caso el alumno deber�� actuar de acuerdo con las orientaciones m��s precisas y personales de su profesor-tutor y con sus h��bitos de trabajo siempre y cuando resulten eficaces.

Auditory and audio-visual reception of words in noise by observers with normal and impaired hearing

This dissertation examines auditory perception and audio-visual reception in noise for both hearing-impaired and normal hearing persons, with a goal of determining some of the noise conditions under which amplified acoustic cues for speech can be beneficial to hearing-impaired persons.

Televised Whorf: cognitive restructuring in advanced foreign language learners as a function of audio-visual media exposure

The encoding of goal-oriented motion events varies across different languages. Speakers of languages without grammatical aspect (e.g., Swedish) tend to mention motion endpoints when describing events, e.g., ���two nuns walk to a house,���, and attach importance to event endpoints when matching scenes from memory. Speakers of aspect languages (e.g., English), on the other hand, are more prone to direct attention to the ongoingness of motion events, which is reflected both in their event descriptions, e.g., ���two nuns are walking.���, and in their non-verbal similarity judgements. This study examines to what extent native speakers of Swedish (n = 82) with English as a foreign language (FL) restructure their categorisation of goal-oriented motion as a function of their English proficiency and experience with the English language (e.g., exposure, learning). Seventeen monolingual native English speakers from the United Kingdom (UK) were engaged for comparison purposes. Data on motion event cognition were collected through a memory-based triads matching task, in which a target scene with an intermediate degree of endpoint orientation was matched with two alternative scenes with low and high degrees of endpoint orientation, respectively. Results showed that the preference among the Swedish speakers of L2 English to base their similarity judgements on ongoingness rather than event endpoints was correlated with their use of English in their everyday lives, such that those who often watched television in English approximated the ongoingness preference of the English native speakers. These findings suggest that event cognition patterns may be restructured through the exposure to FL audio-visual media. The results thus add to the emerging picture that learning a new language entails learning new ways of observing and reasoning about reality.

N1 enhancement in synesthesia during visual and audio-visual perception in semantic cross-modal conflict situations: an ERP study

Synesthesia entails a special kind of sensory perception, where stimulation in one sensory modality leads to an internally generated perceptual experience of another, not stimulated sensory modality. This phenomenon can be viewed as an abnormal multisensory integration process as here the synesthetic percept is aberrantly fused with the stimulated modality. Indeed, recent synesthesia research has focused on multimodal processing even outside of the specific synesthesia-inducing context and has revealed changed multimodal integration, thus suggesting perceptual alterations at a global level. Here, we focused on audio-visual processing in synesthesia using a semantic classification task in combination with visually or auditory-visually presented animated and in animated objects in an audio-visual congruent and incongruent manner. Fourteen subjects with auditory-visual and/or grapheme-color synesthesia and 14 control subjects participated in the experiment. During presentation of the stimuli, event-related potentials were recorded from 32 electrodes. The analysis of reaction times and error rates revealed no group differences with best performance for audio-visually congruent stimulation indicating the well-known multimodal facilitation effect. We found enhanced amplitude of the N1 component over occipital electrode sites for synesthetes compared to controls. The differences occurred irrespective of the experimental condition and therefore suggest a global influence on early sensory processing in synesthetes.