Making Figures for Class Materials Using KETpic Based on Symbolic Thinking

2011 ◽  
Author(s):  
Satoshi Yamashita ◽  
Setsuo Takato
Keyword(s):  
Symbolic Thinking

Mathematical Knowledge and the Origin of Phenomenology

2021 ◽  
Vol 21 ◽  
pp. 273-294
Author(s):  
Gabriele Baratelli ◽  
Keyword(s):  
Mathematical Knowledge ◽  
Cardinal Number ◽  
The Other ◽  
Mathematical Science ◽  
Natural Numbers ◽  
Symbolic Thinking ◽  
The One

The paper is divided into two parts. In the first one, I set forth a hypothesis to explain the failure of Husserl’s project presented in the Philosophie der Arithmetik based on the principle that the entire mathematical science is grounded in the concept of cardinal number. It is argued that Husserl’s analysis of the nature of the symbols used in the decadal system forces the rejection of this principle. In the second part, I take into account Husserl’s explanation of why, albeit independent of natural numbers, the system is nonetheless correct. It is shown that its justification involves, on the one hand, a new conception of symbols and symbolic thinking, and on the other, the recognition of the question of “the formal” and formalization as pivotal to understand “the mathematical” overall.

scholarly journals Point, Walk, Talk: Links Between Three Early Milestones, from Observation and Parental Report

2019 ◽  
Author(s):  
Charlotte Moore ◽  
Shannon Dailey ◽  
Hallie Garrison ◽  
Andrei Amatuni ◽  
Elika Bergelson
Keyword(s):  
Data Collection ◽  
Early Development ◽  
Data Sources ◽  
Longitudinal Analyses ◽  
Parental Report ◽  
Cross Sectional ◽  
Data Collection Methods ◽  
Early Communication ◽  
Symbolic Thinking ◽  
Collection Methods

Around their first birthdays, infants begin to point, walk, and talk. These abilities are appreciable both by researchers with strictly standardized criteria and caregivers with more relaxed notions of what each of these skills entails. Here we compare the onsets of these skills and links among them across two data collection methods: observation and parental report. We examine pointing, walking, and talking in a sample of 44 infants studied longitudinally from 6–18 months. In this sample, links between pointing and vocabulary were tighter than those between walking and vocabulary, supporting a unified socio-communicative growth account. Indeed, across several cross-sectional and longitudinal analyses, pointers had larger vocabularies than their non-pointing peers. In contrast to previous work, this did not hold for walkers’ vs. crawlers’ vocabularies in our sample. Comparing across data sources, we find that reported and observed estimates of the growing vocabulary and of age of walk onset were closely correlated, while agreement between parents and researchers on pointing onset and talking onset was weaker. Taken together, these results support a developmental account in which gesture and language are intertwined aspects of early communication and symbolic thinking, whereas the shift from crawling to walking appears indistinct from age in its relation with language. We conclude that pointing, walking, and talking are on similar timelines yet distinct from one another, and discuss methodological and theoretical implications in the context of early development.

scholarly journals KEMAMPUAN BERPIKIR SIMBOLIK ANAK USIA DINI PADA USIA 5 – 6 TAHUN

2019 ◽  
Vol 2 (6) ◽  
pp. 286
Author(s):  
Hasni Nursyamsiah ◽  
Teni Puja Cendana ◽  
Euis Eti Rohaeti ◽  
Syah Khalif Alam
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Rapid Growth ◽  
Growth And Development ◽  
Assessment Scale ◽  
Numerical Scale ◽  
Thinking Ability ◽  
Symbolic Thinking ◽  
Group B ◽  
Descriptive Qualitative

Early childhood is an individual figure who is experiencing rapid growth and development, at this time the need for proper stimulation so that children can develop all aspects of their development optimally. One aspects that needs to be developed in early childhood is cognitive aspects with in the scope of symbolic thinking. This is because the ability of symbolic thinking can develop the mental world of children.This study aims to analyze the ability of symbolic thinking of young childhood at the age of 5-6 years. The instrument of this study was in the form of observation sheet about the ability to think symbolically, in the form of a checklist of developmental achievement scales based on an assessment scale using the numerical scale 1-4. The method used is descriptive qualitative. The subjects in this study was the children of group B. The results showed that the symbolic thinking ability of group B children reached 38.5% of the minimum percentage of 77%. This shows that the symbolic thinking ability of group B children in RA is still low. This results form the basis for researchers to conduct further research on the ability of symbolic thinking of young children in group B.Anak usia dini adalah sosok individu yang sedang mengalami pertumbuhan dan perkembangan yang sangat pesat, pada masa ini perlu adanya stimulasi yang tepat agar anak dapat mengembangkan seluruh aspek perkembangannya secara optimal. Salah satu aspek yang perlu dikembangkan pada anak usia dini adalah aspek kognitif dalam lingkup berpikir simbolik. Hal ini dikarenakan kemampuan berpikir simbolik dapat mengembangkan dunia mental anak. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir simbolik anak usia dini pada usia 5 – 6 tahun. Instumen dari penelitian ini berbentuk lembar observasi mengenai kemampuan berpikir simbolik, berbentuk ceklis skala capaian perkembangan yang disusun berdasarkan skala penilaian dengan menggunakan skala numerik 1-4. Metode yang digunakan adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah anak – anak kelompok B. Hasil penelitian menunjukkan bahwa kemampuan berpikir simbolik anak kelompok B mencapai 38,5 % dari persentase minimal 77%. Hal ini menunjukkan bahwa kemampuan berpikir simbolik anak kelompok B masih rendah. Hasil ini menjadi dasar bagi peneliti untuk melakukan penelitian lanjutan mengenai kemampuan berpikir simbolik anak usia dini pada kelompok B.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR SIMBOLIK ANAK USIA DINI KELOMPOK A (USIA 4-5 TAHUN) DENGAN MEDIA PEMBELAJARAN LESUNG ANGKA

2019 ◽  
Vol 2 (6) ◽  
pp. 354
Author(s):  
Ani Bodedarsyah ◽  
Rita Yulianti
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Cognitive Development ◽  
Research Method ◽  
Class Action ◽  
Group A ◽  
The Media ◽  
Symbolic Thinking ◽  
Media Learning

Cognitive development is an important aspect. One of them is the ability to think symbolically. To improve the ability of symbolic thinking of early childhood certainly cannot be separated from the role of educators. Indicators of cognitive development that must be achieved by children aged 4-5 years are: numbers 1-10, recognizing the concept of numbers, recognizing the symbol of numbers, and recognizing the symbol of letters. For this reason, it is appropriate for educators to work hard to improve the ability to think symbolically in early childhood by providing stimulation through appropriate learning media like children, one of which is the media learning of dimples. This research was conducted with a class action research method. From the two cycles that have been done show the results that there is an increase in the ability of symbolic thinking in early childhood group A using the media learning dimples.Perkembangan kognitif merupakan aspek yang tidak kalah penting. Salah satunya  adalah kemampuan berpikir simbolik. Untuk meningkatkan kemampuan berpikir simbolik anak usia dini tentu tak lepas dari peranan pendidik. Indikator perkembangan kognitif yang harus dicapai anak usi 4-5 tahun adalah: membilang  benda 1-10, mengenal konsep bilangan, mengenal lambang bilangan, dan mengenal lambang huruf. Untuk itu sudah selayaknya pendidik berusaha dengan keras untuk meningkatkan kemampuan berpikir simbolik anak usia dini dengan cara memberikan stimulasi melalui media pembelajaran yang tepat bagai anak, salah satunya adalah media pembelajaran lesung angka. Penelitian ini dilakukan dengan metode peneletian tindakan kelas. Dari dua siklus  yang telah dilakukan menunjukkan hasil bahwa terdapat peningkatan kemmapuan berpikir simbolik pada anak usia dini kelompok A dengan menggunakan media pembelajaran lesung angka.

scholarly journals MITOS DATU AYUH DALAM RELIGI ARUH; AJARAN LISAN TENTANG PERSAUDARAAN BANJAR MUSLIM DENGAN ORANG DAYAK LOKSAD

2019 ◽  
Vol 3 (02) ◽  
pp. 114
Author(s):  
Moh Soehadha
Keyword(s):  
Rites Of Passage ◽  
Social Economic ◽  
Daily Life ◽  
Human Mind ◽  
Oral Traditions ◽  
Religious Knowledge ◽  
Daily Lives ◽  
Healing Rituals ◽  
Symbolic Thinking ◽  
Political Actions

Aruh religion is a system of ideas for Loksado people to work on the environment and give meaning to all activities in daily life. Religious knowledge is transformed from generation to generation through oral traditions which are considered sacred literature. A number of myths found in Aruh religious teachings underlie various religious actions such as in rice harvest rituals, rites of passage, healing rituals (babalian) and also social, economic and political actions in their daily lives. The development of a system of oral teachings among local people such as the Loksado people can be associated with the concept of symbolism in anthropology. Humans are symbolic creatures (animal symbolicum), that symbolic thinking and symbolic behavior are human characteristics . Various hopes, dreams, and thoughts that are sometimes difficult to accept by the human mind itself, manifested in various actions and symbolic works. Among the forms of symbolization carried out by humans are myths. As a symbolic expression, myths can almost be found in various cultural symptoms in all societies.

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