Der geschlechtsspezifische Zugriff auf Lesestrategien - Ergebnisse einer Untersuchung im Rahmen unterrichtsdidaktischer Forschung

Do girls read differently from boys? This contribution presents a study on the empirical research in classroom teaching following an overview on the findings from research on reading which concerns above all the motivational and emotional dimensions of reading. A research was carried out on 1450 pupils of the 4th year of primary school to find out which reading strategies normally applied in the classroom lead to a successful text comprehension in girls and which in boys. The pattern of the research is based on the cognitive-psychological, hierarchic model of text understanding according to Dijk/Klintsch (1983), which considers the process of reading comprehension as interactional and constructive. Two important results of the study are that in the case of girls certain types of readers develop, whereas with boys it is above all the silent reading of a text which leads to the best reading results.

Coarse-Grained Simulation of Myosin-V Movement

We describe the development of a hierarchic modelling method applied to simulating the processive movement of the myosin-V molecular motor protein along an actin filament track. In the hierarchic model, three different levels of protein structure resolution are represented: secondary structure, domain, and protein, with the level of detail changing according to the degree of interaction among the molecules. The integrity of the system is maintained using a tree of spatially organised bounding volumes and distance constraints. Although applied to an actin-myosin system, the hierarchic framework is general enough so that it may easily be adapted to a number of other large biomolecular systems containing in the order of 100 proteins. We compared the simulation results with biophysical data, and despite the lack of atomic detail in our model, we find good agreement and can even suggest some refinements to the current model of myosin-V motion.

Фразеологические универсалии и сопоставительная фразеология

The application of the Cognitive Theory of Metaphor to large lexicographic works leads to the necessity of a hierarchic model of conceptual mappings. Otherwise, the number of combinations of source domains with target models would be too large and unpredictable, since the typical examples used by Lakoff and Johnson were only a few and selected rather ad hoc. This work is a proposal of analysis of metaphoric idioms according to their underlying mapping into four levels (iconic models > archimetaphors > particular metaphors > variants) in order to compare and classify idioms cross-linguistically. Zastosowanie kognitywnej teorii metafory do obszernych opracowań leksykograficznych stwarza konieczność wykorzystania hierarchicznego modelu konceptualnego mapowania. Jeżeli model ten nie jest wykorzystywany, liczba kombinacji domen źródłowych z modelami docelowymi będzie zbyt duża i nieprzewidywalna, typowe przykłady wykorzystywane przez Lakoffa i Johnsona były nieliczne i przeważnie wybierane ad hoc. Niniejszy artykuł przedstawia propozycję modelu analizy idiomów o charakterze metaforycznym według mapowania na czterech płaszczyznach (modele ikoniczne > archimetafory > konkretne metafory > warianty). Proponowany sposób analizowania wybranej grupy idiomów umożliwia porównanie i klasyfikowanie jednostek w perspektywie kontrastywnej.