Today we have been busy advancing our understanding from Assignment 2 by looking at different journals, web sites and magazines. Initially we had to understand the difference between journals and magazines: “Journals” have been read by peers to approve it before being published so it will have a lengthy list of contributors, “Magazines” are unlikely to have any valid facts and will usually have just one ‘editor’.
Jewellery: Goldsmith’s Review, Craft Arts International Review, American Craft, Metal Smith
Design: Cabinet, Dmi Review, CoDesign, Leonardo, New Design
Websites Useful for Jewellery
Klimt O2: Excellent for discovering new jewellers from around the world, getting involved in debates, and receiving information about contemporary jewellery. http://www.klimt02.net/
Mike Press Blog: A place to exchange ideas and thoughts with other fellow designers and gives recent design news. http://mikepress.wordpress.com/
Goldsmiths Hall: http://www.thegoldsmiths.co.uk/goldsmiths%27-hall/
New Designers: Offers designers a chance for getting recognition with big companies and organisations by exhibiting work. http://www.newdesigners.com/
Gallerie Marzee: Displays current exhibitions and events of modern jewellery in the Galerie Marzee, one of the largest galleries in the Netherlands. http://www.marzee.nl/galerie/
Websites Useful for Development News
The Gaurdian: Can read the latest news on various topics (science, business, law etc)
BBC News: Get the latest news and watch it live, can also see other topics (health, politics etc)
National Geographic: Inspires people to take care of the world. Displays excellent photographs on various subjects. It’s interests include geography, wildlife, science etc.
New Scientist: Great site which involves recent scientific discovery and its industrial, commercial and social consequences in a wide variety of topics. Includes fascinating facts, news, features and stories.
Wired: Recent technology news, articles and blogs. For people who want to know the next upcoming technology. Includes fascinating content and photographs.
We also used the library search engine Cross Search to find books and abstracts associated to our topic brainstormed in the previous assignment. I am looking up the psychology of Sesame Street.
Evans, M. A. (2009) ‘Letter names and alphabet book reading by senior kindergartners: An eye movement study’, Child Development, vol. 80, iss. 6, pp. 1824-1841.
This study explored the eye movements of twenty 5-year-old children as they read an alphabet book. It was aimed to discover how the letters, words, and pictures in the book were attracting the eye and if printed alphabet interested the children. Results indicated that the print were unsuccessful for getting the kids attention, it took longer to understand them than the pictures. In addition, children who knew the letters began looking around the featured letter – looking at the whole word and its first letter etc. Therefore shows alphabetic books may help not only with letter recognition but word recognition.
Heine, A (2010) ‘What the eyes already know: using eye movement measurement to tap into children’s implicit numerical magnitude representations’, Infant and child development, vol. 19, iss. 2, pp. 175-186.
In this article, Heine uses primary school children’s eye movement measurement to examine the growth of basic knowledge about numerical size. The experiment consisted of 2 similar versions of a number estimation task, however one was limited to behavioural measures, and the other to eye-movement.
Linebarger, D. L. (2005) ‘Infants’ and toddlers’ television viewing and language outcomes’, American behavioural scientist, vol. 48, iss. 5, pp. 624.
This study examined the effects of watching television on the development of vocabulary and language among children, over a two year duration from ages 6 to 30 months old. Using hierachical linear modelling techniques and growth charts allowed researchers to observe the relationship between television viewing and the child’s vocabulary knowledge and expressive language. The results showed that children viewing television increased their language skills rapidly. Certain programs like Dora the Explorer, Blues Clues and Arthur resulted in greater vocabulary knowledge and higher expressive language scores, however Teletubbies resulted in fewer vocabulary words and smaller expressive language scores. Sesame Street’s results related to fewer vocabulary words but more expressive language. The reasons for the differences are discussed in the book. In conclusion, the exposure of television to children can have great impact for their vocabulary knowledge and language skills.
Minton, J. H. (1975) ‘The impact of Sesame Street on Readiness’, Sociology of Education, vol. 48, iss. 2, pp. 141-151.
This book deals with the first season of Sesame Street, investigating if the show affects the readiness of kindergarten children. Results suggest children from advantaged homes scored higher on the alphabet subtest. However, the test concluded there were no differences between subgroups. Proved that Sesame Street is a great teacher for letter recognition on kindergarten children, nevertheless the results were not consistent.
Reynolds, G. D., Richards, J. E.(2005) ‘Familiarization, Attention, and Recognition Memory in Infancy: An Event- Related Potential and Cortical Source Localization Study’, Developmental Psychology, vol. 41, iss. 1, pp. 598-615.
This book examines the response of familiarisation, recognition and attention in infants ranging from 4 ½ to 7 ½ months old. The children were either familiarised with 2 stimuli that were used in later tests or shown 2 stimuli which were not used later. The children are shown an episode of Sesame Street to draw out attention or inattention and shown familiar stimuli and novel stimuli. The researchers compared the two groups of children’s responses.
Rice, M. L. (1990) ‘Words from “Sesame Street”: Learning vocabulary while viewing’, Development psychology, vol. 26, iss. 3, pp. 421-428.
Rice discusses that the children’s programme ‘Sesame Street’ is well suited for vocabulary development of preschoolers. Five 1-week diaries about the television programme were collected from the children; 1 group were ages 3 to 5 and the other 5 to 7. The group of children aged 3 to 5 benefited more from the programme than the group aged 5 to 7. The outcome indicates that the subject matters and set-up of “Sesame Street” are positively apt for the growth of preschoolers’ vocabulary.
Richards, J. E. (1997) ‘Effects of attention on infants preference fro briefly exposed visual stimuli in paired-comparison recognition-memory paradigm’, Development psychology, vol. 33, iss. 1, pp. 22.
This book explores the effect of attention in babies 3 to 6 month old and their event-related-potentials throughout the recognition of short presented visual stimuli. They were shown the movie Sesame Street that brought forth phases of attention and disinterest. One visual stimuli was familiar to the infants and came up frequently throughout the movie, a second was familiar but came up less frequently, and a series of 14 stimuli were also played less frequently. Results showed that attention helps the brain respond during children’s recognition memory and show that changes in development of recognition memory are very similar to the changes in attention.