From Film and Television to Multimedia Cognitive Effects

Lumbelli, Lucia

doi:10.1007/978-0-387-73337-1_12

Cited by 3 publications

(1 citation statement)

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“…Her research programme started by using the Carl Rogers approach as a possible relevant "source" in the sense of Dewey (1929) in order to face significant problems of educational relationship, and it continued by analogously using psychological research on the text comprehension cognitive processes (Kintsch, 1998) to define instruction projects aimed at fostering reading comprehension ability while encouraging intrinsic motivation. A few results of this psychological research field were also applied in her studies about audiovisual communication versus reading (Lumbelli, 2008) and about the fostering of the significant component of writing that consists of an effective revision activity (Lumbelli, 2012;Lumbelli & Paoletti, 2005). The contributions herein mentioned are the most recent of those written in English.…”

Section: Luciamentioning

confidence: 99%

Productive Thinking in Place of Problem-Solving?

Lumbelli

2018

Gestalt Theory

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Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer (1945) and Duncker (1935). Firstly, these specific features are dealt with and their educational implications compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding.

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Section: Luciamentioning

confidence: 99%